California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During

Transcription

1 California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During KiDA School Kids Institute for Development and Advancement Address: Von Karman, Irvine CA Phone: Principal: Marie Crosby Grade Span: Kindergarten 8 th Grade About This School School Contact Information Most Recent Year School Name KIDA (Kids Institute for Development and Advancement) Street Von Karman Ave.

2 Page 3 of 28 City, State, Zip Irvine, CA Phone Number Principal Marie Crosby Address mcrosby@kida.com Web Site County-District-School (CDS) Code School Description and Mission Statement Most Recent Year KIDA School was founded in 2010 and is a year-round, certified nonpublic school for the continuing education and development of primary school-aged children with autism and other developmental disabilities. KIDA incorporates a variety of evidence-based practices, therapies, and strategies to provide a unique curriculum specially designed for each student. KIDA is a nurturing, team-oriented center that attends to each child s unique academic, developmental, communication, motor, and social-emotional needs. In addition to an enriched curriculum designed for academic growth, specialized teaching methods address issues of independent life skills, creativity, and social development. This approach is executed through a multidisciplinary team of highly qualified special education teachers, instructional assistants, occupational therapists, and speech-language pathologists. Students are assigned to classroom-based teams according to their age, academic level, and functional life skills, as determined through the intake process which includes a parent interview, observation and record review. Each classroom is led by a special education teacher along with a team of instructional assistants for a typical ratio of one staff per two students. Students may also receive one-on-one instruction and intensive therapeutic intervention from behavioral intervention specialists, speech-language pathologists, and occupational therapists. Each student is provided an Individualized Education Program (IEP) from the school district or an Individualized Curriculum Program (ICP) from KIDA for privately-funded students, and progress is measured by data collection, so that progress on goals are consistently monitored and revised based on the student s progress. KIDA is designed with customized spaces that allow our staff to work comfortably in either one-on-one or in small groups to enhance learning. In addition to our learning environment, our school is equipped with private quiet rooms, computer stations, multiple Xbox 360 Kinect gaming systems, art instruction room, music instruction room, physical fitness gym, play centers, physical education area, a 2,000 square foot occupational therapy gym, a barber shop, observation room, and recreational area. KIDA s mission is to serve individuals with autism and other developmental disabilities to foster growth and advancement within a collaborative and integrated approach. KIDA provides family-centered services with compassion in a safe and nurturing environment to maximize potential across all settings. Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten DPC Grade 1 DPC Grade 2 2 Grade 3 1 Grade 4 1 Grade 5 5 Grade 6 4 Grade 7 1 Grade 8 n/a Ungraded Elementary n/a Grade 9 n/a

3 Page 4 of 28 Grade 10 n/a Grade 11 n/a Grade 12 n/a Ungraded Secondary n/a Enrollment 16 Student Enrollment by Student Group (School Year ) Student Group of Enrollment Black or African American 6% American Indian or Alaska Native 0% Asian 0% Filipino 6% Hispanic or Latino 31% Native Hawaiian or Pacific Islander 0% White 38% Two or More Races 19% Socioeconomically Disadvantaged English Learners 0% Students with Disabilities 100% Foster Youth 0% A. Conditions of Learning State Priority: Basic The 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; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teachers School School School With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Teacher Misassignments* 0 0 0

4 Page 5 of 28 Vacant Teacher Positions 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. * Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

5 Page 6 of 28 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes of Classes In Core Academic Subjects Taught by Highly Qualified Teachers of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100% DPC High-Poverty School in District 0% 0% Low-Poverty School in District 0% 0% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials Most Recent Year Year and month in which the data were collected: January, Subject Reading/Language Arts Mathematics Science Textbooks and Instructional Materials/year of Adoption Reading A-Z Handwriting without Tears, 2013 Houghton Mifflin, 2011 ST Math, 2014, Touch Math, 2012 Houghton Mifflin, 2011 Foss, 2011 McGraw-Hill California Science, 2011 From Most Recent Adoption? Yes No Yes No No Students Lacking Own Assigned Copy 0% 0% No 0% History-Social Science Hartcourt California Series, 2011 No 0% Foreign Language Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12) Note: Cells with values do not require data. School Facility Conditions and Planned Improvements Most Recent Year

6 Page 7 of 28 KIDA places high importance on the safety and cleanliness of its facility. The building meets rigorous standards for safety, fire, and health. KIDA is meticulous when it comes to potentially hazardous substances. All substances in the classroom are non-toxic. Cleaning supplies are kept in a separate storage area, away from the classroom and students. A maintenance team regularly inspects KIDA s facility to ensure the upkeep of all equipment, lighting, electric, air and other maintenance-related items. KIDA dispatches the team as needed for repairs and additional upkeep. Cleanliness and safety are the highest priority of KIDA s team of custodians. The building is inspected and meticulously cleaned on a daily basis. Custodians are monitored by KIDA s administrator on proper cleaning procedures, maintaining standards of equipment, and ensuring the safety of the facility. Groundskeepers maintain the landscaping with weekly visits and more frequent visits as needed. School Facility Good Repair Status Most Recent Year Using the most recent 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 in which the data were collected: January, System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Repair Needed and Action Taken or Planned Good Fair Poor x x x x x x x X Overall Facility Rate Most Recent Year Year and month in which the data were collected: DPL. Overall Rating Exemplary Good Fair Poor X

7 Page 8 of 28 B. Pupil Outcomes State Priority: Pupil The SARC provides the following information relevant to the State priority: Pupil (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and The percentage of pupils 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

8 Page 9 of 28 California Assessment of Student Performance and Progress Results for All Students (School Year ) Subject of Students Meeting or Exceeding the State Standards School District State English Language Arts/ Literacy (grades 3-8 and 11) 44% Mathematics (grades 3-8 and 11) 33% Note: ages 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. CAASPP Assessment Results English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) ELA - Grade 3 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

9 Page 10 of 28 ELA - Grade 4 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

10 Page 11 of 28 ELA - Grade 5 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

11 Page 12 of 28 ELA - Grade 6 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

12 Page 13 of 28 ELA - Grade 7 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

13 Page 14 of 28 ELA - Grade 8 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

14 Page 15 of 28 CAASPP Assessment Results Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Mathematics - Grade 3 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

15 Page 16 of 28 Mathematics - Grade 4 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

16 Page 17 of 28 Mathematics - Grade 5 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

17 Page 18 of 28 Mathematics - Grade 6 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

18 Page 19 of 28 Mathematics - Grade 7 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

19 Page 20 of 28 Mathematics - Grade 8 Student Groups Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded California Standards Tests for All Students in Science Three-Year Comparison Subject Science (grades 5, 8, and 10) of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State % 60% 56% 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.

20 Page 21 of 28 California Standards Tests Results by Student Group in Science (School Year ) Student Group of Students Scoring at Proficient or Advanced All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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.

21 Page 22 of 28 State Priority: Other Pupil Outcome The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education Note: ages 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. California Physical Fitness Test Results (School Year ) Grade Level of Students Meeting Four of Six Fitness Standards of Students Meeting Five of Six Fitness Standards of Students Meeting Six of Six Fitness Standards 5 7 Note: ages 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.

22 Page 23 of 28 C. Engagement State Priority: Parental Involvement The 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 Opportunities for Parental Involvement Most Recent Year KIDA School invites parents to volunteer in the school. Parents are encouraged to become a part of the KIDA team and participate in special events. In addition, parents can schedule meetings with teachers and therapists to discuss their child s program on a regularly basis. KIDA also provides a wide variety of opportunities for parents to interact with school staff while supporting their child s advancement. Examples include: Parent Teacher Conferences Community-Based Instruction Halloween Party Back-to-School Day Winter Holiday Party Spring Fling Open House Graduation Autism Forum Innovative Lecture Series Field Trips Community Based Outings Parents are invited to participate in these and other events throughout the year. School-to-home communication is a crucial part of each student s success. Staff members communicate with parents through the following: Conversing with parents before and after school Parent teacher conferences Communication via phone or Updates via student communication log State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and

23 Page 24 of 28 Other local measures on the sense of safety Suspensions and Expulsions Rate School State Suspensions Expulsions School Safety Plan Most Recent Year The objective of the KIDA Emergency Action Plan is to comply with the Occupational Safety and Health Administration s (OSHA) Emergency Action Plan Standard, 29 CFR , and to prepare employees for dealing with emergency situations. This plan is designed to minimize injury and loss of human life and company resources by training employees, procuring and maintaining necessary equipment, and assigning responsibilities. This plan applies to all emergencies that may reasonably be expected to occur at KIDA, located in Irvine, CA. KIDA will provide adequate controls and equipment that, when used properly, will minimize or eliminate risk of injury to employees in the event of an emergency. KIDA management will ensure proper adherence to this plan through regular review. Fire drills are held monthly according to state policy. This plan was reviewed and updated in December KIDA s parent handbook, which includes health and safety information, was updated in August The updated plan was discussed with staff in January The safety of our staff and students is very important to us and the plan will continue to be revised as necessary. Staff will continue to receive at least semi-annual training on safety protocols. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* K Special Day

24 Page 25 of 28 Class * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Number of Classes* Avg. Class Number of Classes* Avg. Class Number of Classes* Size Size Size English Mathematics Science Social Science * 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 ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Behavior Specialist 1 Speech/Language/Hearing Specialist 1.5 Occupational Therapist 1 Note: Cells with values do not require data. * 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. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Expenditures Per Pupil Expenditures Per Pupil (Supplemental/ Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary School Site 70,000 State ,971 Difference School Site and State >1% Note: Cells with values do not require data. Types of Services Funded (Fiscal Year ) KIDA School provides a comprehensive instructional program that incorporates academics, behavior management, communication, motor, social-emotional, and functional life skills. In addition to the instructional curriculum, KIDA provides a variety of enrichment activities, such as, group music, art instruction, yoga, and physical education. KIDA incorporates regular field trips and community-based instruction to facilitate learning in naturalistic environments. KIDA also provides occupational therapy and speech language pathology services. KIDA School places high value on the professional development of staff in the latest educational, behavioral, therapeutic, and technology practices. All KIDA staff attend on-site workshops and are up to date with the latest in educational practices. In addition to regular staff meetings and trainings, the team meets formally on a weekly basis to discuss student progress, behavior management, and classroom strategies. During these

25 Page 26 of 28 meetings, staff members learn and work together to find the best possible strategies to support student learning as a team. Teacher and Administrative Salaries (Fiscal Year ) Category School Amount Beginning Teacher Salary * Mid-Range Teacher Salary * Highest Teacher Salary * Average Principal Salary * of Budget for Teacher Salaries * of Budget for Administrative Salaries * For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at *small sample size prevents us from publishing this information Professional Development Most Recent Three Years KIDA School also collaborates with experts in the field by facilitating Innovative Lecture Series and Autism Forums. Some examples of lecture topics include: Reducing Challenging Behaviors How To Change behaviors: Focus on Increasing Skills Sensory Processing and Autism Navigating the NPS process Epilepsy 101 Technology and Autism