2016-17 sarc template in word - school accountability ... · web viewtotal enrollment black or...

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California Department of EducationSchool Accountability Report Card

Reported Using Data from the 2016–17 School Year

For ...School

Address: 1153 Lawrence Dr. Newbury Park, CA 91320 Phone: (805)375-4950Principal: Jerry Hansen Grade Span: K-12+

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 Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state 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 at http://www.cde.ca.gov/ta/ac/sa/.

➢For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

➢For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuestDataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains 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).

Internet AccessInternet 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 may 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.

Throughout this document the letters DPL mean data provided by the LEA, and the letters DPC mean data provided by the CDE.

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

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

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

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About This School

District Contact Information (School Year 2017–18)District NamePhone NumberSuperintendent E-mail AddressWeb Site

School Contact Information (School Year 2017–18)School Name Passageway Street 1153 Lawrence Dr.City, State, Zip Newbury Park, CA 91320Phone Number (805)375-4950Principal Jerry HansenE-mail Address [email protected] Site passagewayschool.netCounty-District-School (CDS) Code 56-73759-623939

School Description and Mission Statement (School Year 2017–18)

Passageway School is a school for students with special needs located in Newbury Park, California. Our primary goal is to assist students with low incidence disabilities such as Autism and Asperger etc. ACHIEVE. We try to accommodate our structure to meet the individual. This is achieved through intense symbiotic interaction between the student, parent and school.

Our mission is to provide safe, intimate environment for student with special needs who have not performed adequately in more traditional and/or alternate setting. We endeavor to modify the curriculum as much as possible to meet each individual need, and seek to improve inappropriate behavior, if present, in an effective and humane fashion. Every child will be encouraged to meet their maximum potential. Individualized learning provides the foundation for accommodating the needs of each student through project-based learning.

All curriculum is tailored to the individual student. This means the teaching methods are applied with recognition of each Child’s challenges and strengths. We are dedicated to making sure that a child’s IEP is a “living document”, designed for a real purpose, and diligently pursued or, where necessary, MODIDIED. Passageway curriculum followsState mandated curriculum defined by the California Department of Education. Passageway School emphasizes experiential learning and community-based instruction for students following a Functional Skills Curriculum. Project-based learning, wherein students create to learn, combined with daily work on IEP goals progress permits us to provide a superior learning environment. Students are exposed to an incentive program where they have daily opportunities to “Earn and Learn” as part of a holistic behavior modification program which rewards proper behavior amply, tangibly and readily.

mailto:[email protected]

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Student Enrollment by Grade Level (School Year 2016–17)Grade Level Number of Students

Kindergarten 0Grade 1 0Grade 2 0Grade 3 1Grade 4 2Grade 5 1Grade 6 3Grade 7 2Grade 8 2Ungraded Elementary 0Grade 9 2Grade 10 3Grade 11 11Grade 12 5Ungraded Secondary 8Total Enrollment 40

Student Enrollment by Student Group (School Year 2016–17)

Student Group Percent ofTotal Enrollment

Black or African American 1American Indian or Alaska Native 0Asian 2Filipino 0Hispanic or Latino 15Native Hawaiian or Pacific Islander 0White 17Two or More Races 5Socioeconomically Disadvantaged 0English Learners 0Students with Disabilities 40Foster Youth 0

A. Conditions of Learning

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;

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Pupils have access to standards-aligned instructional materials; and

School facilities are maintained in good repair

Teacher Credentials

Teachers School2015–16

School2016–17

School2017–18

District2017–18

With Full Credential 4 4 3 N/AWithout Full Credential 0 0 0 N/ATeaching Outside Subject Area of Competence (with full credential) 0 0 0 N/A

Teacher Misassignments and Vacant Teacher PositionsIndicator 2015–16 2016–17 2017–18

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments* 0 0 0Vacant Teacher Positions 0 0 0

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 Instructional Materials (School Year 2017–18)

Year and month in which the data were collected: DPL .

SubjectTextbooks and Instructional

Materials/year of Adoption

From Most Recent

Adoption?

Percent Students Lacking Own

Assigned Copy

Reading/Language Arts N/A N/A 0Mathematics N/A N/A 0Science N/A N/A 0History-Social Science N/A N/A 0Foreign Language N/A N/A 0Health N/A N/A 0Visual and Performing Arts N/A N/A 0Science Laboratory Equipment (grades 9-12) N/A N/A 0

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

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School Facility Conditions and Planned Improvements

Narrative provided by the LEAUsing the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:

The school facility has a daily cleaning schedule. A weekly maintenance Crew that comes in and does deep cleaning. New conference phone system. American water lead sampling. Annual check on fire extinguishers.

School Facility Good Repair Status Using the most recently collected FIT data (or equivalent), provide the following:

Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The overall rating

Year and month of the most recent FIT report: DPL

System InspectedRepair Needed and

Action Taken or PlannedGood Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer X

Interior: Interior Surfaces XCleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical XRestrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Facility Rate

Year and month of the most recent FIT report: DPL

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Overall Rating Exemplary Good Fair PoorX

B. Pupil Outcomes

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 the general 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. Only eligible 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 technical education sequences or programs of study.

CAASPP Test Results in ELA and Mathematics for All StudentsGrades Three through Eight and Grade Eleven

Subject

Percentage of Students Meeting or Exceeding the State Standards

School District State

2015–16 2016–17 2015–16 2016–17 2015–16 2016–17

English Language Arts/Literacy (grades 3-8 and 11)

* * N/A N/A N/A N/A

Mathematics (grades 3-8 and 11) * * N/A N/A N/A N/A

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.

*School testing is conducted at this school sight, student’s scores are associated with their home district.

CAASPP Test Results in ELA by Student GroupGrades Three through Eight and Grade Eleven (School Year 2016–17)

Student Group Number Percent Percent

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Total Enrollment Tested Tested

Met or Exceeded

All Students 22 22 22% *Male 20 20 20% N/AFemale 2 2 2% N/ABlack or African American 0 0 0 N/A

American Indian or Alaska Native 0 0 0 N/A

Asian 1 1 1% N/AFilipino 0 0 0 N/AHispanic or Latino 10 10 10% N/ANative Hawaiian or Pacific Islander 0 0 0 N/A

White 10 10 10% N/ATwo or More Races 1 1 1% N/ASocioeconomically Disadvantaged 0 0 0 N/A

English Learners 0 0 0 N/AStudents with Disabilities 22 22 22% N/A

Students Receiving Migrant Education Services

0 0 0 N/A

Foster Youth 0 0 0 N/A

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 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 participated 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 for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2016–17)

Student GroupTotal

EnrollmentNumber Tested

Percent Tested

Percent Met or

ExceededAll Students 22 22 22% *Male 20 20 20% N/AFemale 2 2 2% N/ABlack or African American 0 0 0 N/A

American Indian or Alaska Native 0 0 0 N/A

Asian 1 1 1% N/AFilipino 0 0 0 N/AHispanic or Latino 10 10 10% N/ANative Hawaiian or Pacific Islander 0 0 0 N/A

White 10 10 10% N/ATwo or More Races 1 1 1% N/ASocioeconomically Disadvantaged 0 0 0 N/A

English Learners 0 0 0 N/AStudents with Disabilities 22 22 22% N/A

Students Receiving Migrant Education Services

0 0 0 N/A

Foster Youth 0 0 0 N/A

Note: 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 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 participated 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 for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in Science for All StudentsGrades Five, Eight, and Ten

SubjectPercentage of Students Scoring at Proficient or Advanced

School District State2014–15 2015–16 2014–15 2015–16 2014–15 2015–16

Science (grades 5, 8,and 10)

* * N/A N/A N/A N/A

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten.

Note: Scores are not shown 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: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

*School testing is conducted at this school site, student’s scores are associated with their home districts.

Career Technical Education Programs (School Year 2016–17)

Individual students are chosen by the IEP team to attend a Career Education Program depending on how the student is doing in their regular class subjects. Career Educational consist of many different career choices such as (Floral Design, Film and TV Makeup, Game Development, Sound and Music Production, Radio and Podcasting, Air Academy, Medical Assistant, Dental Assistant, Pharmacy Tech, Veterinary Assistant, Residential and Commercial Construction, Computer Drafting and Design, Welding, Criminal Justices, Fire Science, Auto Body Repair. Workability is offered to our students who are chosen by the school Administrator and Workability Representative to work at different job sites (Restaurants, Factory, Hotel. etc.) to learn on the job work skills.

Career Technical Education Participation (School Year 2016–17)

Measure CTE Program Participation

Number of Pupils Participating in CTE 2Percent of Pupils Completing a CTE Program and Earning a High School Diploma 0

Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education

0

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Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent2016–17 Pupils Enrolled in Courses Required for UC/CSU Admission 0

2015–16 Graduates Who Completed All Courses Required for UC/CSU Admission 0

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 2016–17)

Grade LevelPercentage of

Students Meeting Four of Six

Fitness Standards

Percentage of Students Meeting

Five of SixFitness Standards

Percentage of Students Meeting

Six of SixFitness Standards

5 0 0 07 0 0 09 0 0 0

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.

C. Engagement

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 schoolsite

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Opportunities for Parental Involvement (School Year 2017–18)

Narrative provided by the LEAAll parents and caregivers are notified daily on a school wide point sheet system. Al parents are welcome on campus before, during and after school hours, by contacting the front office to set up a date and time for availability.

State Priority: Pupil EngagementThe SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; and

High school graduation rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

IndicatorSchool District State

2013–14

2014–15

2015–16

2013–14

2014–15

2015–16

2013–14

2014–15

2015–16

Dropout Rate 0 0 0 N/A N/A N/A N/A N/A N/AGraduation Rate 0 3 3 N/A N/A N/A N/A N/A N/A

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Completion of High School Graduation Requirements – Graduating Class of 2016 (One-Year Rate)

Student Group School District StateAll Students 3 N/A N/ABlack or African American 0 N/A N/AAmerican Indian or Alaska Native 0 N/A N/AAsian 0 N/A N/AFilipino 0 N/A N/AHispanic or Latino 1 N/A N/ANative Hawaiian or Pacific Islander 0 N/A N/AWhite 2 N/A N/ATwo or More Races 0 N/A N/ASocioeconomically Disadvantaged 0 N/A N/AEnglish Learners 0 N/A N/AStudents with Disabilities 3 N/A N/AFoster Youth 0 N/A N/A

State Priority: School ClimateThe SARC provides the following information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;

Pupil expulsion rates; and

Other local measures on the sense of safety

Suspensions and Expulsions

RateSchool District State

2014–15

2015–16

2016–17

2014–15

2015–16

2016–17

2014–15

2015–16

2016–17

Suspensions 0 0 0 N/A N/A N/A N/A N/A N/AExpulsions 0 0 0 N/A N/A N/A N/A N/A N/A

School Safety Plan (School Year 2017–18)

Narrative provided by the LEAPassageway has a yearly fire inspection, Monthly fire drills. All classrooms are provided and must display school emergency evacuation map.

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D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Federal Intervention Program (School Year 2017–18)Indicator School District

Program Improvement Status 0 N/AFirst Year of Program Improvement 0 N/AYear in Program Improvement 0 N/ANumber of Schools Currently in Program Improvement N/A N/A

Percent of Schools Currently in Program Improvement N/A N/A

Note: Cells with NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

Grade

Level

Avg.Clas

sSize

2014–15Number ofClasses*

Avg.Clas

sSize


Avg.Clas

sSize


1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+K 12 4 0 0 12 4 0 0 12 4 0 01 12 4 0 0 12 4 0 0 12 4 0 02 12 4 0 0 12 4 0 0 12 4 0 03 12 4 0 0 12 4 0 0 12 4 0 04 12 4 0 0 12 4 0 0 12 4 0 05 12 4 0 0 12 4 0 0 12 4 0 06 12 4 0 0 12 4 0 0 12 4 0 0

Other 12 4 0 0 12 4 0 0 12 4 0 0

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

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Average Class Size and Class Size Distribution (Secondary)

SubjectAvg.ClassSize

2014–15Number of Classes*

Avg.ClassSize


Avg.ClassSize


1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+English 12 4 0 0 12 4 0 0 12 4 0 0Mathematics 12 4 0 0 12 4 0 0 12 4 0 0

Science 12 4 0 0 12 4 0 0 12 4 0 0Social Science 12 4 0 0 12 4 0 0 12 4 0 0

* 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 area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2016–17)

Title Number of FTE*Assigned to School

Average Number ofStudents per

Academic CounselorAcademic Counselor 0 0Counselor (Social/Behavioral or Career Development) 1 N/A

Library Media Teacher (Librarian) 0 N/ALibrary Media Services Staff (Paraprofessional) 0 N/A

Psychologist 0 N/ASocial Worker 0 N/ANurse 1 N/ASpeech/Language/Hearing Specialist 1 N/A

Resource Specialist (non-teaching) 0 N/AOther 0 N/A


* 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.

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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015–16)

LevelTotal

ExpendituresPer Pupil

Expenditures

Per Pupil(Restricted)

ExpendituresPer Pupil

(Unrestricted)

AverageTeacherSalary

School Site N/A N/A 3,000 45,000District N/A N/A N/A N/APercent Difference – School Site and District N/A N/A N/A N/A

State N/A N/A N/A N/APercent Difference – School Site and State N/A N/A N/A N/A


Types of Services Funded (Fiscal Year 2016–17)N/A

Teacher and Administrative Salaries (Fiscal Year 2015–16)

Category DistrictAmount

State AverageFor Districts

In Same CategoryBeginning Teacher Salary 45,000 N/AMid-Range Teacher Salary 50,000 N/AHighest Teacher Salary 70,000 N/AAverage Principal Salary (Elementary) N/A N/AAverage Principal Salary (Middle) N/A N/AAverage Principal Salary (High) N/A N/ASuperintendent Salary N/A N/APercent of Budget for Teacher Salaries 30% N/APercent of Budget for Administrative Salaries

30% N/A

For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

To be provided by LEA

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

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Advanced Placement (AP) Courses (School Year 2016–17)

Subject Number ofAP Courses Offered*

Percent of StudentsIn AP Courses

Computer Science N/A N/AEnglish N/A N/AFine and Performing Arts N/A N/AForeign Language N/A N/AMathematics N/A N/AScience N/A N/ASocial Science N/A N/AAll Courses N/A DPC


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

Professional Development Narrative provided by the LEA

Onsite trained CPI specialist trains all staff to be CPI certified annually. Teachers are trained in varies subjects such as (CAA, SIRAS, Common Core, BICM, Student Suspension and Explosion) throughout the school year with Ventura County SELPA. Teachers meetings are held throughout the school year.

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