Pages - SARC Template 1112 39103976069215 English

 

Executive Summary School Accountability Report Card, 2011–12

 

For San Joaquin County Special Education

Address:

PO Box 213030, Stockton, CA, 95213-9030

Phone:

(209) 468-9279

Principal:

Brandie Brunni, Division Director

Grade Span:

Preschool- Young Adult


This executive summary of the School Accountability Report Card (SARC) is intended to provide

parents and community members with a quick snapshot of information related to individual public

schools. Most data presented in this report are reported for the 2011–12 school year. School

finances and school completion data are reported for the 2010–11 school year. Contact information,

facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13

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

San Joaquin County Special Education Programs serves severely handicapped students from birth to 22 years of age in two special centers and 41 classrooms integrated on public school sites. An Early Start Program is provided for children birth to 3 years of age in which services are provided in the natural environment of the home. Young adult students (18-22 years) are served at community-based locations. Handicapped conditions include autism, mental retardation, deaf/hard of hearing, severe emotional disturbance, orthopedic impairment, severe language impairment and other health impaired. Guided by students’ Individual Education Plans, classes focus on a functional skills curriculum particularly in areas of communication, academics, independent living, social/adaptive skills and vocational training.

Student Enrollment

Group

Enrollment

Number of students

495*

Black or African American

9.9%

American Indian or Alaska Native

1.2%

Asian

7.7%

Filipino

2.2%

Hispanic or Latino

41.8%

Native Hawaiian or Pacific Islander

1.0%

White

31.1%

Two or More Races

4.8%

Socioeconomically Disadvantaged

54.1%

English Learners

21.2%

Students with Disabilities

98.2%

In addition 226 infants and preschoolers were served in the 2011-2012 school year.

 

Teachers

Indicator

Teachers

Teachers with full credential

60

Teachers without full credential

9

Teachers Teaching Outside Subject Area of Competence

0

Misassignments of Teachers of English Learners

0

Total Teacher Misassignments

0

Student Performance

Subject

Students Proficient and Above on STAR* Program Results

English-Language Arts

42%

Mathematics

28%

Science

0%

History-Social Science

5%

*Standardized Testing and Reporting Program assessments used for accountability purposes include the

California Standards Tests, the California Modified Assessment, and the California Alternate Performance

Assessment.

Academic Progress*

Indicator

Result

2012 Growth API Score (from 2012 Growth API Report)

634

Statewide Rank (from 2011 Base API Report)

C

Met All 2012 AYP Requirements

no

Number of AYP Criteria Met Out of the Total Number of Criteria Possible

Met 1 of 25

2012–13 Program Improvement Status (PI Year)

5+

*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection

The San Joaquin County Office of Education Special Education Programs provides services at 28 locations throughout the area. Most of the classrooms are co-located on regular or alternative education school campuses. SJCOE Special Education Programs also operates two special education centers: Redwood School east of Stockton and John J. McFall School in Manteca. All facilities were inspected in October September 2012 using the Permanent Evaluation Instrument, and were deemed to be clean, safe, and functional.

Repairs Needed

No areas of major repair were noted in any inspections

Corrective Actions Taken or Planned

In an effort to address areas of improvement and to maintain facilities in good repair deferred maintenance projects are routinely scheduled.

Curriculum and Instructional Materials

Core Curriculum Area

Pupils Who Lack Textbooks and Instructional Materials

Reading/Language Arts

0%

Mathematics

0%

Science

0%

History-Social Science

0%

Foreign Language

0%

Health

0%

Visual and Performing Arts

n/a

Science Laboratory Equipment (grades 9-12)

0%

School Finances

County Office of Education are not required to report average expenditures. The CDE’s School Fiscal

Services Division does not calculate statewide average expenditure information for County Offices of Education.

 

Level

Expenditures Per Pupil (Unrestricted Sources Only)

School Site

LEA Provided

District

LEA Provided

State

$5,455

School Completion

The majority of students in SJCOE Special Education Programs attend to the maximum age of 22 years and

Receive a Certificate of Completion. Those who do meet their district of residence graduation requirements

are awarded a diploma from their district.

 

Indicator

Result

Graduation Rate (if applicable)

Postsecondary Preparation

Not applicable to this population.

Measure

Percent

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma

LEA Provided

Graduates Who Completed All Courses Required for University of California or California State University Admission

0.0%

 

School Accountability Report Card

 

Reported Using Data from the 2011–12 School Year

 

Published During 2012–13

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

·         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 additional information about the school, parents and community members should contact the school principal or the district office.

 

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest 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, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school 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 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.

II. About This School

Contact Information (School Year 2012–13)

School

District

School Name

San Joaquin County Special Education

District Name

San Joaquin County Office of Education

Street

PO Box 213030

Phone Number

(209) 468-4800

City, State, Zip

Stockton, CA, 95213-9030

Web Site

www.sjcoe.org

Phone Number

(209) 468-4925

Superintendent

Mick Founts

Principal

Brandie Brunni, Division Director

E-mail Address

mfounts@sjcoe.net

E-mail Address

bbrunni@sjcoe.net

CDS Code

39-10397-6069215

School Description and Mission Statement (School Year 2011–12)

 

The San Joaquin County Office of Education Special Education Programs supports every student’s right to an education designed to meet individual needs. It is essential to provide experiences that will enable students to (1) attain their ultimate functioning level, (2) learn in a normalized, comfortable, secure environment that is not limited by physical barriers, and (3) develop those critical skills and attitudes necessary to adapt and function in everyday life, ultimately, we believe in the “whole individual”. All students are active learners and have potential for growth. It is our goal to protect and nurture personal dignity, ensure health and safety, and promote understanding of the individual.

Opportunities for Parental Involvement (School Year 2011–12)

 

Parents play a vital role in the education of their children. Opportunities for parents to participate in their child’s education include assisting in classrooms, attending workshops established for Early Start parents and parent training groups for children with autism. On the first Monday of each month the Community Advisory Committee meets to address issues in special education, establish a workshop agenda with topics for parents and establish a network of support. The County Programs are also training parents to support parents as part of the continuum of Alternate Dispute resolution options. Although parents come from all over the San Joaquin County SELPA, they go the extra mile to participate in fundraisers, school events, and support their child’s learning at home.

Student Enrollment by Grade Level (School Year 2011–12)

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

42

Grade 8

29

Grade 1

40

Ungraded Elementary

0

Grade 2

44

Grade 9

32

Grade 3

34

Grade 10

22

Grade 4

43

Grade 11

22

Grade 5

30

Grade 12

19

Grade 6

23

Ungraded Secondary

71

Grade 7

44

Total Enrollment

495

In addition 226 infants and preschoolers were served in the 2011-2012 school year.

Student Enrollment by Student Group (School Year 2011-12)

Group

Percent of Total Enrollment

Black or African American

9.9%

American Indian or Alaska Native

1.2%

Asian

7.7%

Filipino

2.2%

Hispanic or Latino

41.8%

Native Hawaiian or Pacific Islander

1.0%

White

31.1%

Two or More Races

4.8%

Socioeconomically Disadvantaged

54.1%

English Learners

21.2%

Students with Disabilities

98.2%

Average Class Size and Class Size Distribution (Elementary)

Grade Level

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K - 3

12

x

12

x

12

x

3-4

12

x

12

x

12

x

4-8

12

x

12

x

12

x

Other

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

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

SH Self-

Contained

10

x

10

x

10

x

Young Adult

15

x

15

x

15

x

* 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.

 

III. School Climate

School Safety Plan (School Year 2011–12)

All sites have a comprehensive safety plan that is reviewed annually by a committee of administrators, teachers, nurses, maintenance, and parents. An “Emergency Handbook”, kept in the offices outlines the plan of action for emergencies such as earthquakes, fires, floods, and chemical spills. Monthly fire drills as well as safety inspections are held on a regular basis. Medical response is heightened with communication with the local fire department and emergency agencies regarding the special needs of our students.

 

Suspensions and Expulsions

Rate*

School 2009–10

School 2010–11

School 2011–12

District 2009–10

District 2010–11

District 2011–12

Suspensions

8.46%

5.39%

0.2%

53.23%

68.10%

39.0%

Expulsions

0.0%

0.0%

0.0%

0.15%

0.34%

.035%

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the

total enrollment.

 

 

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2012–13)

 

All the facilities owned and utilized by the San Joaquin County Office of Education are reviewed on a regular schedule by the maintenance staff. They are on the school campuses daily for our center-based programs and visit each satellite class once a week to make sure all facilities are safe and in good condition. The restrooms and classes are cleaned daily and a high standard of classroom hygiene procedures has been adopted.

 

Our two centers, John McFall and Redwood School completed “modernization at the beginning of the 2005-2006 school year. Deferred maintenance projects were completed during the 2009-2010 school year. For the 2010-2011 year two new classes were added to expand our autism preschool programs.

 

 

School Facility Good Repair Status (School Year 2012–13)

System Inspected

Repair Status

Repair Needed and Action Taken or Planned

Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

x

None Needed

Interior: Interior Surfaces

x

None Needed

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

x

None Needed

Electrical: Electrical

x

None Needed

Restrooms/Fountains: Restrooms, Sinks/ Fountains

x

None Needed

Safety: Fire Safety, Hazardous Materials

x

None Needed

Structural: Structural Damage, Roofs

x

None Needed

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

x

None Needed

Overall Rating

x

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

 

Teachers

School 2009–10

School 2010–11

School 2011–12

District 2011–12

With Full Credential

65

66

60

180

Without Full Credential

2

3

9

13

Teaching Outside Subject Area of Competence (with full credential)

0

0

0

0

Teacher Misassignments and Vacant Teacher Positions

 

Indicator

2010–11

2011–12

2012–13

Misassignments of Teachers of English Learners 

0

0

0

Total Teacher Misassignments*

0

0

0

Vacant Teacher Positions

0

0

1

 

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.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind

(NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as

having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated

core academic subject area competence. For more information, see the CDE Improving Teacher

and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

 

Location of Classes

Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers

This School 

93%

7%

All Schools in District

73%

27%

High-Poverty Schools in District

n/a

n/a

Low-Poverty Schools in District

n/a

n/a

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 25 percent or less in the free and reduced price meals program.

 

 

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2011–12)

Title

Number of FTE* Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

n/a

Counselor (Social/Behavioral or Career Development)

n/a

Library Media Teacher (librarian)

n/a

Library Media Services Staff (paraprofessional)

n/a

Psychologist

6.0

Social Worker

1.0

Nurse

2.0

Speech/Language/Hearing Specialist

13.5

Resource Specialist (non-teaching)

n/a

Other

Note: Cells shaded in black 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.

 

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13)

This section describes whether the textbooks and instructional materials used at the school are

from the most recent adoption; whether there are sufficient textbooks and instruction materials

for each student; and information about the school’s use of any supplemental curriculum or

non-adopted textbooks or instructional materials.


Year and month in which data were collected: ____October 2010________________

Core Curriculum Area

Textbooks and instructional materials/year of adoption

From most recent adoption?

Percent students lacking own assigned copy

Reading/Language Arts

2010

Yes

0%

Mathematics

2001

Yes

0%

Science

2007

Yes

0%

History-Social Science

2008

Yes

0%

Foreign Language

n/a

0%

Health

2005

Yes

0%

Visual and Performing Arts

/td>

n/a

0%

Science Laboratory Equipment (grades 9-12)

n/a

0%

 

VIII. School Finances

 

County Office of Education are not required to report average expenditures. The CDE’s School Fiscal

Services Division does not calculate statewide average expenditure information for County Offices of Education.

 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School Site

District

Percent Difference – School Site and District

State

$5,455

Percent Difference – School Site and State

Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor.

Money that is designated for specific purposes by the district or governing board is not considered restricted.

Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled

by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current

Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/.

For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web

page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district,

see the Ed-Data Web site at: http://www.ed-data.org/.

Types of Services Funded (Fiscal Year 2011–12)

Services are provided in accordance with student Individualized Education Plans.

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$40,308

$31,438

Mid-Range Teacher Salary

$59,328

$66,920

Highest Teacher Salary

$78,348

$102,402

Average Principal Salary (Elementary)

n/a

n/a

Average Principal Salary (Middle)

n/a

n/a

Average Principal Salary (High)

n/a

n/a

Superintendent Salary

$235,052

Percent of Budget for Teacher Salaries

9.87%

Percent of Budget for Administrative Salaries

7.32%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at

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

 

IX. Student Performance

Standardized Testing and Reporting Program


The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

·         California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

·         California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

·         California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.



The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov/.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

48%

47%

42%

22%

24%

24%

52%

54%

56%

Mathematics

30%

33%

28%

16%

18%

18%

48%

50%

51%

Science

0%

0%

0%

12%

18%

18%

54%

57%

60%

History-Social Science

0%

0%

5%

9%

11%

10%

44%

48%

49%

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.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group

Percent of Students Scoring at Proficient or Advanced

English- Language Arts

Mathematics

Science

History- Social Science

All Students in the LEA

24%

18%

18%

10%

All Students at the School

42%

28%

0%

5%

Male

43%

27%

0%

7%

Female

40%

29%

0%

0%

Black or African American

52%

34%

0%

0%

American Indian or Alaska Native

0%

0%

0%

0%

Asian

38%

21%

0%

0%

Filipino

33%

42%

0%

0%

Hispanic or Latino

39%

23%

0%

0%

Native Hawaiian or Pacific Islander

0%

0%

0%

0%

White

45%

30%

0%

0%

Two or More Races

0%

0%

0%

0%

Socioeconomically Disadvantaged

37%

25%

0%

0%

English Learners

37%

19%

0%

0%

Students with Disabilities

42%

28%

0%

5%

Students Receiving Migrant Education Services

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.

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten 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 to compute AYP designations required by the federal ESEA, also known as NCLB.

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

*

*

*

21%

19%

19%

54%

59%

56%

Mathematics

*

*

*

19%

13%

17%

54%

56%

58%

*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.

 

 

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year

(if applicable)

Group

English-Language Arts

Mathematics

Not Proficient

Proficient

Advanced

Not Proficient

Proficient

Advanced

All Students in the LEA

81%

11%

8%

83%

14%

3%

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

 

*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.

California Physical Fitness Test Results (School Year 2011–12)

The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.

 

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards

Five of Six Standards

Six of Six Standards

5

6.50%

3.20%

0.00%

7

2.50%

0.00%

0.00%

9

7.10%

0.00%

0.00%

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.

 

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state academic performance

and progress of schools in California. API scores range from 200 to 1,000, with a statewide target

of 800. For detailed information about the API, see the CDE API Web page at

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

Academic Performance Index 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

ten percent of all schools in the state, while a statewide rank of 10 means that the school has an

API score in the highest ten 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 ten 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

2009

2010

2011

Statewide

C

C

C

Similar Schools

C

C

C

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group

Actual API Change 2009–10

Actual API Change 2010–11

Actual API Change 2011–12

All Students at the School

-10

22

-28

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

 

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not

have a valid API Base and there is no Growth or target information. “C” means the school had significant

demographic changes and there is no Growth or target information.

Academic Performance Index Growth by Student Group – 2012 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2012

Growth API at the school, LEA, and state level.

 

Group

2012 Growth API

Number of Students

School

Number of Students

LEA

Number of Students

State

All Students at the School

265

634

416

489

4,664,264

788

Black or African American

29

674

95

449

313,201

710

American Indian or Alaska Native

1

8

31,606

742

Asian

27

565

25

490

404,670

905

Filipino

11

642

2

124,824

869

Hispanic or Latino

107

627

217

471

2,425,230

740

Native Hawaiian or Pacific Islander

2

4

26,563

775

White

80

652

57

598

1,221,860

853

Two or More Races

0

2

88,428

849

Socioeconomically Disadvantaged

187

617

394

479

2,779,680

737

English Learners

74

634

85

427

1,530,297

716

Students with Disabilities

265

636

36

440

530,935

607

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress

(AYP) criteria:

·         Participation rate on the state’s standards-based assessments in 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)


For detailed information about AYP, including participation rates and percent proficient results by

student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2011–12)

AYP Criteria

School

District

Made AYP Overall

No

No

Met Participation Rate - English-Language Arts

No

No

Met Participation Rate - Mathematics

No

No

Met Percent Proficient - English-Language Arts

No

No

Met Percent Proficient - Mathematics

No

No

Met API Criteria

No

Yes

Met Graduation Rate

N/A

No

Federal Intervention Program (School Year 2012–13)

Schools and districts receiving federal Title I funding (SJCOE Programs do not receive Title I funding)

enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same

content area (ELA 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. For detailed information about PI identification, see the CDE

PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

 

Indicator

School

District

Program Improvement Status

In PI

First Year of Program Improvement

2005-2006

Year in Program Improvement

Year 3

Number of Schools Currently in Program Improvement

1

Percent of Schools Currently in Program Improvement

14.3%

Note: Cells shaded in black do not require data.

XI. School Completion and Postsecondary Preparation

Admission Requirements for California’s 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 course 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 UC Admissions Information

Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

·         Specific high school courses

·         Grades in specified courses and test scores

·         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 have 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 admission, application, and fee information

see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)

Dropout Rate and Graduation Rate

The majority of students in SJCOE Special Education Programs attend to the maximum age of 22 years and

Receive a Certificate of Completion. Those who do meet their district of residence graduation requirements

are awarded a diploma from their district.

 

Indicator

School

District

State

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

Dropout Rate

n/a

n/a

22.4

19.7

16.6

14.4

Graduation Rate

n/a

n/a

70.79

72.59

74.72

76.26

Note: Cells shaded in black do not require data.

Completion of High School Graduation Requirements

The majority of students in SJCOE Special Education Programs attend to the maximum age of 22 years and

Receive a Certificate of Completion. Those who do meet their district of residence graduation requirements

are awarded a diploma from their district.

 

This table displays, by student group, the percent of students who began the 2011–12 school year

in grade twelve and were a part of the school’s most recent graduating class, meeting all state

and local graduation requirements for grade twelve completion, including having passed both the

ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.

 

 

Group

Graduating Class of 2012

School

District

State

All Students

N/D

Black or African American

N/D

American Indian or Alaska Native

N/D

Asian

N/D

Filipino

N/D

Hispanic or Latino

N/D

Native Hawaiian or Pacific Islander

N/D

White

N/Dspan style='font-size:9.0pt'>

Two or More Races

N/D

Socioeconomically Disadvantaged

N/D

English Learners

N/D

Students with Disabilities

N/D

Note: “N/D” means that no data were available to the CDE or LEA to report.

Career Technical Education Programs (School Year 2011–12)

Not applicable to this population.

Career Technical Education Participation (School Year 2011–12)

Measure

CTE Program Participation

Number of pupils participating in CTE

n/a

Percent of pupils completing a CTE program and earning a high school diploma

n/a

Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education

n/a

Courses for University of California and/or California State University Admission

Not applicable to this population.

UC/CSU Course Measure

Percent

2011-12 Students Enrolled in Courses Required for UC/CSU Admission

0.0%

2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission

0.0%

Advanced Placement Courses (School Year 2011–12)

Not applicable to this population.

Subject

Number of AP Courses Offered*

Percent of Students In AP Courses

Computer Science

Not Applicable

English

Not Applicable

Fine and Performing Arts

Not Applicable

Foreign Language

Not Applicable

Mathematics

Not Applicable

Science

Not Applicable

Social Science

Not Applicable

All courses

Not Applicable

0.0%

Note: Cells shaded in black do not require data. *Where there are student course enrollments.

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.

 

Staff development is provided monthly throughout the year. .

 

San Joaquin County Special Education

 

School Accountability Report Card, 2011-2012

San Joaquin County Office of Education

 

Provided by the Ed-Data Partnership

 

 

For more information visit http://www.ed-data.org/