Student Achievement Report2015-2016

Changing the Direction of Students’ Lives

Spectrum Center Schools and Programs and Atlantis Academy have a social responsibility to provide services that change the direction of our students’ lives. Throughout the school year we measure student growth, the fidelity and effectiveness of our program implementation and our ability to offer hope.

Beginning with the fundamental question — are we meeting our contractual and social responsibilities — we determine the impact Spectrum Center and Atlantis Academy have on families, partners, communities and, most importantly, our students’ lives.

The four pillars below establish a framework for providing our services with guaranteed accountability. The data presented in this report reflect the 2015-16 school year results for Spectrum Center in California and Tennessee, and Atlantis Academy in Florida.

GUARANTEED ACCOUNTABILITY

HELP STUDENTS

IMPROVE LIVES OFFER HOPE

Who are our students and what are their needs?

Are we helping studentsreach their full potential?

Do our students feel inspired and empowered?

Are our programs and practices effective and evidence-based?

INTEGRITY OF SERVICE1

2 4

3

We operated 25 state-approved, non-public schools in California and Tennessee.

HELPSTUDENTS

We educate students with disabilities such as Autism Spectrum Disorder, emotional and behavior disorders and other qualifying conditions.

We operated four Atlantis Academy private schools in Florida that accept McKay Scholarship funding and are accredited through AdvancEd.

1,98240+STUDENTS EDUCATED DURING THE 2015-16 SCHOOL YEARYEARS IN OPERATION

MAJORITY OF STUDENTS WERE MALE

Who are our students and what are their needs?

STUDENT DISABILITIES*

77%

36%

24%

22%

18%

Black/African American

White

Hispanic/ Latino

Other

13%

10%

31%INTELLECTUALDISABILITIES

OTHER HEALTHIMPAIRMENT

AUTISMSPECTRUMDISORDER

CA

TN

FL

33%EMOTIONAL & BEHAVIOR DISORDERS

7%OTHER

6%

SPECIFIC LEARNING DISABILITIES

3-22AGE RANGE OF STUDENTS EDUCATED IN

GRADES PRE-KINDERGARTEN THROUGH ADULT TRANSITIONS

* CA & TN LOCATIONS ONLY** CA & FL LOCATIONS ONLY

STUDENT ETHNICITY**

Greater Levels of Independence

Adaptive Living Skills

Academic Skills in a Functional Context

Access to Grade Level Standards

Proficiency at Grade Level Standards

Certificate of Completion

Diploma

Functional Skills Classrooms

We consult with a student’s Individualized Education Program (IEP) team and utilize data to make the best decision regarding a student’s learning environment and educational path.

OF STUDENTS WERE IN FUNCTIONAL SKILLS CLASSROOMS*

OF STUDENTS WERE IN FUNCTIONAL ACADEMIC CLASSROOMS*

OF STUDENTS WERE IN ACADEMIC SKILLS CLASSROOMS*

38%

17%

45%

Functional Academic Classrooms

Academic Classrooms

OUR LEARNING ENVIRONMENTS

PROGRAM GOALS

* CA & TN LOCATIONS ONLY

IMPROVELIVES

139 STUDENTS TRANSITIONED FROM SPECTRUM CENTER TO A LESS RESTRICTIVE ENVIRONMENT (LRE) DURING THE 2015-16 SCHOOL YEAR. LRE MAY INCLUDE TRANSITIONING INTO A SPECIAL EDUCATION CLASSROOM, MAINSTREAMING INTO THE PUBLIC SCHOOL OR GRADUATING.*

NEARLY 80% OF STUDENTS ELIGIBLE TO GRADUATE EARNED A HIGH SCHOOL DIPLOMA FROM THE PARTNER DISTRICT DURING THE 2015-16 SCHOOL YEAR.*

139

80%

Are we helping students reach their full potential?

Problem behaviors significantly impact learning and language development. During the 2015-16 school year, 432 students had Behavior Intervention Plans (BIPs) -- developed and implemented by Spectrum Center -- to reduce the frequency of one or more behaviors in order for learning and language development to occur.

IMPROVING LIVES THROUGH BEHAVIOR REDUCTION

BEHAVIOR REDUCTION 2015-16*

Spectrum Center reduced problem behaviors. The chart to the left shows the percent decrease of targeted problem behaviors.

For example, with the help of Spectrum Center, students reduced the occurrence of physical aggression by 41%.

* CA & TN PROGRAMS

IMPROVING LIVES THROUGH LANGUAGE DEVELOPMENT

VB-MAPP MILESTONE ASSESSMENT

During the 2015-16 school year, Board Certified Behavior Analysts administered the Verbal Behavior Milestone Assessment and Placement Program (VB-MAPP) to 61 Spectrum Center elementary students in California.

The VB-MAPP assesses elementary aged students’ strengths and weaknesses in skills and behaviors that might impede language and social development. The VB-MAPP data below show Spectrum Center students progressed to higher levels of language development in the five verbal operant domains.

Progress on the VB-MAPP is measured by skills learned and level gains. The charts below show number of skills learned and number of students who made level gains for the five verbal operant domains.

NUMBER OF SKILLS LEARNED

NUMBER OF STUDENTS INCREASING LEVELS

The VB-MAPP Barriers Assessment is a tool designed to identify and score different learning and language acquisition barriers that may be affecting or impeding an individual child. Once a specific barrier is identified, a more detailed descriptive and/or functional analysis of that behavior is required.

The VB-MAPP Barriers Assessment identifies 24 barriers for learning which may vary in severity — occasional, moderate, persistent or severe — based on the student.

The baseline data above show the majority of our students have barriers at moderate or occasional levels of severity. During the 2015-16 school year, the reduction in moderate and severe barriers caused more barriers to be classified as occasional, which represents a positive change in overcoming various behaviors.

VB-MAPP BARRIERS ASSESSMENT

ASKING FOR SOMETHING

NAMING/LABELING

FOLLOWINGINSTRUCTIONS

REPEATINGWHAT IS HEARD

ANSWERINGQUESTIONS

IMPROVING LIVES THROUGH INDEPENDENCE

Upper elementary and secondary functional skills students are assessed using the LINKS Curriculum assessment. LINKS Curriculum is a comprehensive curriculum for teaching the skills and concepts students need to be successful in school and community routines. There are four learning levels -- essential, intermediate, advanced and traditional -- that teach skills to increase functional independence across the following domains: responding to language, communicating with others, functional academics and engaging in diverse activities.

During the 2015-16 school year, our Board Certified Behavior Analysts administered the LINKS assessment to 38 Spectrum Center students in California.

The data show Spectrum Center students are acquiring skills to increase their functional independence. During the 2015-16 school year, 55% (21) of students progressed to a higher learning level, and 720 lessons were mastered by all students using LINKS.

LINKS LEVEL PROGRESSION

In our Functional Skills classrooms, student growth is measured by skills acquisition over time.

Essential for LivingEssential for Living is a communication, behavior and functional skills curriculum, assessment and skill tracking instrument for children and adults with moderate to severe disabilities.

183 students in California worked in Essential for Living during the 2015-16 school year. Most students are working on the Essential for Living’s Essential 8 Skills program — specifically making requests, waiting and tolerating everyday situations within their environment.

During the 2015-16 school year, students reached a level of independence on 70% of identified skills (2,950 out of 4,244). Of those skills, 28% met the level of generalization, meaning the student mastered the skill and can implement it in any environment.

SKILL ACQUISITION

70%

IMPROVING LIVES THROUGH ACADEMIC GROWTH

Our goal is to help students earn required credits and acquire necessary skills for success — now and in the future.

The Student Growth Percentile (SGP) reports student progress compared to millions of academic peersin general and special education nationwide. The typical SGP score is at least 35 for math and reading.

Spectrum Center students were on average five grade levels behind in reading and math at time of entry. During the 2015-16 school year, students showed more growth than 44% of their academic peers in reading and 40% of their academic peers in math.

Spectrum Center ensures students make progress on their Individualized Education Program (IEP) goals. The graph below shows the percentage of IEP goal progress for students in each of our learning environments.

SPECTRUM CENTER READING & MATH STUDENT GROWTH PERCENTILE (SGP)

2015-16 IMPROVING INDIVIDUAL GOALS

INTEGRITY OFSERVICE

Are our programs and practices effective and evidence-based?

The California Department of Education (CDE) confirmed the program integrity and operational capacity for 21 Spectrum Center Schools and Programs in the 2015-16 school year.

OFFERHOPE

OF PARENTS REPORT THEIR CHILDREN ARE PROUD OF THEIR ACCOMPLISHMENTS AT SPECTRUM CENTER90%OF PARENTS HAVE NOTICED A POSITIVE CHANGE IN THEIR CHILD’S ATTITUDE AND BEHAVIOR SINCE ENROLLING AT SPECTRUM CENTER83%OF PARENTS REPORT THAT THEIR CHILDREN LIKE TO GO TO SPECTRUM CENTER82%

Do our students feel inspired and empowered?

ACCORDING TO RESPONDENTS OF SPECTRUM CENTER’S 2016 PARENT SURVEY:

PHILOSOPHY

LEARNING ENVIRONMENT & PROGRAM FLEXIBILITY

STATE APPROVAL

PROVEN RESULTS

ACADEMIC PROGRAM & INSTRUCTIONAL STRATEGIES

PROGRAM ALIGNED TO RESEARCH & EVIDENCE-BASED PRACTICES

Atlantis Academy Miami was awarded accreditation by both the Florida Commission for Independent Schools and AdvancED in the 2015-16 school year.

COMPONENTS OF SERVICE INTEGRITY

SpectrumSchools.com

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We were desperate to find an academic program that could accommodate my child’s behavioral needs. Spectrum is not only a well-equipped facility, but they have highly trained staff that can assist with behavioral interventions.

- Spectrum Parent

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