Serving Grades Preschool through Adult 959 Katie Hammond Lane Hanford, California 93230 (559) 584-5546 CDS Code: 16-10165-6069298 Program Director Lisa Horne Lisa.Horne@kingscoe.org Kings County Office of Education Tim Bowers County Superintendent of Schools 1144 W. Lacey Boulevard Hanford, CA 93230 (559) 589-2500 www.kings.k12.ca.us Superintendent Tim Bowers tbowers@kingscoe.org Board of Trustees William Gundacker President Trustee Area 4 Mickey Thayer Vice President Trustee Area 1 Rachel Caudillo Member Trustee Area 5 Mike Robinson Member Trustee Area 3 Joe Hammond Member Trustee Area 2 Shelly Baird School 2013-2014 School Accountability Report Card SARC Information Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1st of each year. 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 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 a 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 webpage at http://www.cde.ca.gov/ta/ac/sa/. View this SARC online at the school and/or LEA websites. For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde. ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school principal or the district office. Data Sources Published in the 2014-2015 School Year Data within the SARC was provided by the Kings County Office of Education, retrieved from the 2013-14 SARC template, located on Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. 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. Mission Statement The mission of the Kings County Office of Education is to provide and to promote the most relevant educational program for Kings County students. School Mission Statement The mission of Shelly Baird School is to have a comprehensive program of such quality as to be recognized by the State of California as exemplary. Goal 1 - Students will be as self-sufficient as possible in their home, school, workplace, and community. Goal 2 - There will be improved communication and involvement among regular education, special education, parents, students, administrators, and community agency personnel. Goal 3 - There will be a positive, supportive environment in which students and staff can work and learn on a daily basis. School Profile (School Year 2014-15) Shelly Baird School, in partnership with families, the 13 Kings County school districts, the community, and other agencies, provides comprehensive expertise, education, support, and services for all Kings County students with complex and intensive needs. We focus on preparing all students to achieve their unique potential as valued and contributing members of their family and society. Students needs are addressed within a framework of developmentally appropriate curriculum aligned with Common Core State Standards. Shelly Baird School s main campus operates 12 Special Day classrooms. Additionally, there are 16 satellite classrooms integrated on general education campuses, along with two independent living classrooms. Each student is continually evaluated by the teacher and related service staff to determine the most appropriate curriculum to meet his or her needs. An Individualized Education Program (IEP), with connections to the Common Core State Standards, is designed for each student. Shelly Baird School -1-
The IEPs emphasize functional skill areas, including language and communication development, pre-academic/academic skills, social skills, community interaction, daily living skills, vocational skills, and leisure and recreation. Students receive related services as needed, such as adapted physical education, vision support, hard-of-hearing support, occupational therapy, speech therapy, physical therapy, and assistive technology services. School Enrollment (School Year 2013-14) In the 2013-14 school year, Shelly Baird School enrolled 266 students in grades kindergarten through twelve. The charts display school enrollment broken down by grade or student group. Enrollment Trend by Grade Level 2011-12 2012-13 2013-14 K 18 59 12 1st 2 10 24 2nd 12 13 10 3rd 18 10 12 4th 20 22 14 5th 15 24 22 6th 19 17 22 7th 14 23 16 8th 14 12 20 9th 18 15 17 10th 13 17 13 11th 17 13 17 12th 18 21 67 Enrollment by Student Group 2013-14 A. Conditions of Learning State Priority: Basic Percentage African American 7.5% American Indian 2.3% Filipino 2.6% Hispanic or Latino 57.1% Pacific Islander 1.1% White 18.4% Two or More 0.4% None Reported 10.5% English Learners 9.4% Socioeconomically Disadvantaged 66.5% Students with Disabilities 100.0% The SARC provides the following information relevant to the Basic State Priority (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 School facilities are maintained in good repair Teacher Assignment The district recruits and employs the most qualified credentialed teachers who meet all credential requirements in accordance with State of California guidelines. This chart displays information about teacher credentials at the school. Teacher Credential Status Teacher Misassignments & Vacancies 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 vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year. Highly Qualified Teachers (School Year 2013-14) The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly Qualified. Minimum qualifications include: possession of a Bachelor s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/. Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools have student eligibility of approximately 39 percent or less. Instructional Materials (School Year 2014-15) School NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers School N/A N/A N/A N/A High-Poverty Schools in N/A N/A Low-Poverty Schools in N/A N/A 12-13 13-14 14-15 14-15 Fully Credentialed 28 15 17 27 Without Full Credentials 0 17 13 13 Working Outside Subject 0 0 0 0 Misassignments of Teachers of English Learners Misassignments/Vacancies 12-13 13-14 14-15 0 0 0 Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 0 0 0 Vacant Teacher Positions 0 0 1 Kings County Office of Education held a public hearing on September 3, 2014, and determined that Shelly Baird School had sufficient and good Shelly Baird School -2-
quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. Based upon Individuals with Disabilities Education Act (IDEA), instructional programs for all students served are developed upon the needs of the student. When appropriate, students are instructed with state-adopted textbooks. For those who participate in a functional skills curriculum, specialized instructional materials are warranted. These materials are aligned with the Special Education Administrators of County Offices (SEACO) Curriculum Guide for Students with Moderate to Severe Disabilities. Supplemental materials are currently being used to ensure adequate exposure to the California Common Core Standards. This Information was collected in October 2014 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. School Facilities (School Year 2014-15) The special education program is housed at the main campus at Shelly Baird and sixteen classrooms located throughout the county. Shelly Baird School is over thirty years old and has three classrooms, a multipurpose room, and administration offices. There are six portable classrooms in the back of the campus, three portable classroom buildings for special education preschool age students, and three portable classroom buildings for meeting and classroom space. The school also operates satellite classrooms throughout the county on district school sites. The latest project improved student restroom facilities and classroom support space. Current plans are in place to improve security with changes to the entrance. This project is planned for summer 2015. The district takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the County Office uses a facility survey instrument developed by the State of California Office of Public School Construction. The chart displays the results of the most recent school facilities inspection. Items Inspected Systems (Gas Leaks, Mech/ HVAC, Sewer) School Facility Conditions Date of Last Inspection: 10/07/2014 Overall Summary of School Facility Conditions: Good Interior Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Facility Component System Status Good Fair Poor Deficiency & Remedial Actions Taken or Planned Cleaning & Maintenance The Superintendent has adopted cleaning standards for all schools in the. A summary of these standards is available at the Office. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.county maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and emergency repairs are given the highest priority. B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its predecessor the Standardized Testing and Reporting Program); The Academic Performance Index 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 Shelly Baird School -3-
California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results California EC Section 60640 authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment program, referred to as the CAASPP. On March 7, 2014, the U.S Department of Education (ED) approved California s waiver request for flexibility in assessment and accountability provisions of Title I of the Elementary and Secondary Education Act (ESEA). Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in science (for grades 5, 8, and 10), for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. California Assessment of Student Performance and Progress Subject School State 2012 2013 2014 2012 2013 2014 2012 2013 2014 Science 33 36 39 15 17 21 60 59 60 California Assessment of Student Performance and Progress Subject Subgroups Science 21 School 39 Male 32 Female 53 Hispanic or Latino 39 White 47 Socioeconimically Disadvantaged Students with Disabilities 39 39 California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, and social science, for the most recent three-year period. NOTE: CST was last administered in 2012-13. 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 website at http://star.cde.ca.gov. Academic Performance Index California Standards Test (CST) Subject School State 2011 2012 2013 2011 2012 2013 2011 2012 2013 English/Language Arts 55 49 54 27 25 29 54 56 55 Mathematics 40 32 41 23 17 24 49 50 50 Science * * * 8 1 2 57 60 59 History/Social Science 14 * 7 6 4 4 48 49 49 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet. Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools. Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. The table displays the school s API ranks and actual API point changes by student group for the past three years. API School Results 2010 2011 2012 Statewide C C C Similar Schools C C C Group 10-11 11-12 12-13 All Students at the School Actual API Change 3-26 44 Shelly Baird School -4-
Career Technical Education Participation (School Year 2013-14) Shelly Baird School does not offer CTE courses, but students may co-enroll in other programs within the county. In the 2013-14 school year, no students enrolled in CTE programs at the school. State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education Physical Fitness (School Year 2013-14) In the spring of each year, Shelly Baird School is required by the state to administer a physical fitness test to all seventh and ninth grade students. The physical fitness test measures each student s ability to perform fitness tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the healthy fitness zone (HFZ). California High School Exit Examination (CAHSEE) Results for All Grade Ten Students (School Year 2013-14) Percentage of Students in Healthy Fitness Zone Grade Level The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English/Language Arts section and a Math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English/Language Arts and Math separately for the most recent testing period. CAHSEE By Subject for All Grade Ten Students 2013-14 Four of Six Standards Five of Six Standards Six of Six Standards 5 5.3% 5.3% 0.0% 7 12.5% 0.0% 0.0% 9 14.3% 7.1% 7.1% 2011-12 2012-13 2013-14 School State School State School State English - 6 56-18 57-5 56 Mathematics - 3 58-7 60-3 62 All Students CAHSEE By Student Group for All Grade Ten Students Not Proficient English Proficient Advanced Not Proficient Mathematics Proficient Advanced 95 5 0 97 3 0 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each school site Parent Involvement (School Year 2014-15) Parents are the most important member of every student s individual education plan (IEP) team. Their input is incorporated into the development of the IEP document. Parents are encouraged to communicate regularly with their children s teachers, with most classrooms implementing the use of a weekly or daily journal between home and school. Parents are encouraged to participate in the education of their children. At every IEP meeting, parents are given information about the Kings County Community Advisory Committee (CAC), which is a local committee composed of parents and educators who are involved with special education. The CAC is a participant in the development, amendment, and review of the Local Plan for Special Education. The CAC gives families an opportunity to share information and to support each other in their efforts as parents and educators of children with special needs. The CAC educates parents and increases parental awareness of special education programs, related services, community resources, and educational issues. The purpose of the CAC is to promote quality educational programs and services for individuals with disabilities and their families. Shelly Baird School -5-
Contact Information Parents or community members who wish to learn more about the school may contact the school office at (559) 584-5546. State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates High school graduation rates Dropout & Graduation Rates (Four-Year Cohort Rate) All students have Individual Education Plans. The Education Plan is written to accommodate the individual needs of the student. These plans are revised annually to focus on completion of the students educational program at age 22. This table displays the school s one-year dropout and graduation rates for the most recent three-year period for which data are available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the CDE DataQuest Web page. Data from the 2013-14 school year were unavailable at the time of publication. Note: The National Center for Education Statistics graduation rate as reported in AYP is provided in the table. Graduation & Dropout Rates Completion of High School Graduation Requirements - Class of 2013 In addition to fulfilling district graduation requirements, students in California public schools must pass both the English/Language Arts and Math portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2012-13 school year in the 12th grade, the table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates Pupil expulsion rates Other local measures on the sense of safety 10-11 11-12 12-13 Dropout Rate 19.8% 17.9% 16.2% Graduation Rate 71.1% 73.7% 76.1% Completion of High School Graduation Requirements School State All Students 19.1% 23.2% 84.6% Hispanic or Latino 21.4% 14.7% 80.8% White 25% 45.5% 90.2% Socioeconomically Disadvantaged 21.4% 32.4% 82.6% Students with Disabilities 19.1% 20% 60.3% Safe School Plan (School Year 2014-15) Safety updates are reviewed and discussed with staff at monthly departmental staff meetings throughout the year. Plans have been made to reconvene the Safety Committee to review and update the current plan. Members include administrators of each program run by Kings County Office of Education and a school nurse. The plan was most recently updated and reviewed with school staff in August 2014. Contents of the Safe School Plan, include but are not limited to, the following: safe school strategies and programs, crisis response procedures, and policies and regulations related to safety/crisis issues. Suspensions & Expulsions The table displays the suspensions and expulsions at the school and in the district. Expulsions occur only when required by law or when all other alternatives have been exhausted. Suspensions & Expulsions School 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. Federal Intervention Program (School Year 2014-15) Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts 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. Adequate Yearly Progress (School Year 2013-14) 11-12 12-13 13-14 11-12 12-13 13-14 Suspensions 38 67 45 104 212 79 Suspension Rate 19.2% 26.2% 16.9% 25.6% 49.3% 19.4% Expulsions 0 0 0 0 0 0 Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Federal Intervention Programs School Program Improvement (PI) Status Not in PI Not in PI First Year in PI - - Year in PI (2014-15) - - # of Schools Currently in PI - N/A % of Schools Identified for PI - N/A For 2014, only high schools and high school LEAs that had at least 90 percent of their students enrolled in grades nine, ten, eleven, and/ or twelve on Fall Census Day in October 2013 will receive a 2014 AYP Report. Shelly Baird School did not qualify for AYP reports. Shelly Baird School -6-
Class Size The table indicates the average class size by grade level or subject area, as well as the number of classrooms that fall into each size category. Average Class Size Class Size Distribution 1-20 Students Classrooms Containing: 21-32 Students 33+ Students 12 13 14 12 13 14 12 13 14 12 13 14 By Grade Level K - 5 2-11 7 - - - - - - 1 11 2 3 1 6 15 - - - - - - 2-3 1-5 13 - - - - - - 3-1 1-8 13 - - - - - - 4 8 2 2 3 9 7 - - - - - - 5 6 2 2 1 11 9 - - - - - - 6 6 2 2 3 8 11 - - - - - - By Subject Area English - - 7 - - 2 - - - - - - Math - - 7 - - 2 - - - - - - Science - - 7 - - 2 - - - - - - Social Science - - 7 - - 2 - - - - - - Counseling & Support Staff (School Year 2013-14) It is the goal of Shelly Baird School to assist students in their social and personal development as well as academics. The school does not have an academic counselor. The table lists the support service personnel available at Shelly Baird School. Note: 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. Counseling & Support Services Staff Mental Health Services Coordinator Number of Staff Full Time Equivalent 2 2.0 Nurse 2 1.75 Program Specialist 2 2.0 Psychologist 2 2.0 Speech/Language/ Hearing Specialist 1 1.0 Staff Development While the district has offered no districtwide staff development days for the past three years, Shelly Baird School supports ongoing professional development of all staff members. The school schedule includes 16 extra early out days for staff to take part in trainings. Topics for training include curriculum development and Common Core State Standards training, data collection, positive interventions and behavioral support, technology, IEP processes, and various other quality growth opportunities.individual and small groups of staff members also attend trainings in specific areas related to the types of disabilities they are working with in their classrooms and other pertinent topics. Shelly Baird School -7-
School Revenue Sources (School Year 2013-14) The special education programs of the Kings County Office of Education are supported by designated federal, state, and local special education funds. Other categorical funding sources may include, but are not limited to: State Lottery Workability I Beginning Teacher Support Assistance Federal IDEA Grants Special Education Staff Development Peer Assistance Review Instructional Materials Fund Realignment Program. These monies are used to support professional development for teachers and administrators, purchasing of state adopted textbooks, student work experience, and specialized student instruction. Expenditures (Fiscal Year 2012-13) At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2012-13 school year. The Expenditures Per Pupil table provides a comparison of a school s per pupil funding from unrestricted sources with other schools in the district and throughout the state. Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/ Unrestricted expenditures, except for general guidelines, are not controlled by law or donor. Expenditures per Pupil School Total Expenditures Per Pupil $15,031 From Supplemental/Restricted Sources $15,031 From Basic/Unrestricted Sources $0 From Basic/Unrestricted Sources $0 Percentage of Variation between School & 0.0% State From Basic/Unrestricted Sources $5,537 Percentage of Variation between School & State -100.0% 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. School Site Teacher Salaries (Fiscal Year 2012-13) This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site. Average Teacher Salaries School & School $60,755 $63,187 Percentage of Variation 3.85% School & State $69,435 Percentage of Variation -12.50% Teacher & Administrative Salaries (School Year 2012-13) This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site, www.cde.ca.gov. Average Salary Information Teachers - Principal - Superintendent 2012-13 State Beginning Teachers $38,470 * Mid-Range Teachers $51,102 * Highest Teachers $69,995 * High School Principals $99,800 * Superintendent $150,00 * Salaries as a Percentage of Total Budget Teacher Salaries 23% * Administrative Salaries 3% * *Data unavailable from the CDE Shelly Baird School -8-