Los Angeles County Special Education California Department of Education School Accountability Report Card Reported Using Data from the 2013-14 School Year Published During 2014-15 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. 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 an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school principal or the district office. Ms. Kim Hopko, Director Principal, Los Angeles County Special Education About Our School About Our School I am proud to be part of a multi-disciplinary team that strives to meet the special needs of 3,000 students with disabilities in public schools across Los Angeles County. Our team includes more than 1,800 teachers, specialists, paraeducators, psychologists, nurses, clerical staff and administrators, who work in partnership with school districts, parents, agencies and the community at large. Each member of the team plays a vital role in reaching our goal: To deliver the highest quality instruction to every student we serve. Our LACOE-operated special education programs include over 300 classes on 150 public school campuses to serve students with special needs. Our students include infants, toddlers, children, teens and young adults with severe, multiple or low-incidence disabilities. Our priority is to provide the services and support students need to achieve their academic and personal potential, with the greatest chance for successful independent living. To achieve this, our focus is on providing access to a standards-based curriculum, positive behavior support, high-quality teaching and a safe and healthy learning environment. Our focus is on providing access to a curriculum based on the state's academic standards, positive behavior support, highquality teaching and a healthy learning environment. Our priority is to provide the services and support students need to achieve their academic and personal potential, with the greatest chance for successful independent living. Principals for the 2013-14 school year are: Avalon PAU - Neil Donat Buena Vista PAU - Sarah Bouer (Acting) Cortez PAU - Charles Thatch East San Gabriel Valley PAU - Ed Nava Fairvalley PAU - Kathryn Russell (Acting) Imperial PAU - Richard Ellis Larson East PAU - Rebecca Piepo-Su Larson West PAU - Joe Godfrey Our foundation is a firm belief that all children can and will learn. Expect the best and make it happen! that s the vision for LACOE Special Education. I hope you find this report an informative look at how we are realizing this vision for students with disabilities across Los Angeles County. Contact 9300 Imperial Hwy. Downey, CA 90242-2813 Phone: 562-803-8306 E-mail: hopko_kim@lacoe.edu View Larger Map
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About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Los Angeles County Special Education District Name Los Angeles County Office of Education Street 9300 Imperial Hwy. Phone Number (562) 922-6111 City, State, Zip Downey, Ca, 90242-2813 Web Site http://www.lacoe.edu Phone Number 562-803-8306 Superintendent First Name Arturo Principal Ms. Kim Hopko, Director Superintendent Last Name Delgado E-mail Address hopko_kim@lacoe.edu E-mail Address delgado_arturo@lacoe.edu Web Site http://www.lacoe.edu County-District- 19101991995232 School (CDS) Code School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) LACOE s Division of Special Education provides leadership in exemplary instructional programs, resources, consultation, research and professional development. This is accomplished by collaborating with school districts, their students, their families, local agencies and the community. Program Accountability and Evaluation To ensure that each special education student achieves his or her maximum academic and/or personal potential. Promote Positive Behavior To ensure that each special education student is provided a positive behavior support plan as needed to enhance learning. Curriculum and Instruction To ensure that curriculum planning and instruction are aligned with federal and state standards and evidence an organized course of study based on diagnostic assessment. Professional Growth and Development To ensure cohesively planned activities based on the California Standards of the Teaching Profession and LACOE priorities. Safe and Healthy Learning Environment/Facilities To ensure that all DSE facilities and health procedures meet federal, state and local requirements for safety, security and cleanliness for optimum working conditions and learning environments. Compliance Management To ensure that all program elements meet federal, state and local mandates intended to secure a free and appropriate public education for students with disabilities and other special needs. Outreach and Communications To promote awareness, support and involvement of parents, school districts and other stakeholders to enhance the delivery of services to all students with disabilities Page 3 of 22
Student Enrollment by Grade Level (School Year 2013-14) Student Enrollment by Grade Level (School Year 2013-14) Grade Level Number of Students Kindergarten 81 Grade 1 90 Grade 2 86 Grade 3 88 Grade 4 90 Grade 5 90 Grade 6 89 Grade 7 96 Grade 8 113 Ungraded Elementary 5 175 150 125 100 75 50 25 Grade 9 137 Grade 10 124 Grade 11 135 Grade 12 149 Ungraded Secondary 16 0 Kindergarten Grade Grade Grade Grade Grade Grade Grade GradeUngraded Grade Grade GradeUngraded 1 2 3 4 5 6 7 8 Elementary 9 10 11 12 Secondary Total Enrollment 1389 Student Enrollment by Student Group (School Year 2013-14) Student Enrollment by Student Group (School Year 2013-14) Group Percent of Total Enrollment Black or African American 4.9 American Indian or Alaska Native 0.2 Asian 2.4 Filipino 0.5 3% 4% 2% Hispanic or Latino 87.4 Native Hawaiian or Pacific Islander 0.1 White 3.3 Two or More Races 0.4 Socioeconomically Disadvantaged 31.8 English Learners 46.7 Students with Disabilities 43.5 Black or African American American Indian or Alaska Native Asian 87% Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Page 4 of 22
A. Conditions of Learning State Priority: Basic 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; and School facilities are maintained in good repair. Teacher Credentials Teacher Credentials DATA PENDING - INFORMATION FORTHCOMING Teachers School District With Full Credential 2012-13 2013-14 2014-15 2014-15 1.0 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential 0.5 Teachers Teaching Outside Subject Area of Competence (with full credential) 0.0-0.5-1.0 2012-13 2013-14 2014-15 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions DATA PENDING - INFORMATION FORHTCOMING Indicator Misassignments of Teachers of English Learners 2012-13 2013-14 2014-15 0 0 0 Total Teacher Misassignments* 0 1 0 Vacant Teacher Positions 0 0 0 1.2 1.0 0.8 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 0.6 0.4 0.2 0.0 2012-13 2013-14 2014-15 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. Page 5 of 22
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14) DATA PENDING - INFORMATION FORTHCOMING Last updated: 5/2/2015 Location of Classes This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District 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 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. Lowpoverty 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 Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in which data were collected: August 2014 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts The Language of Literature, McDougall Littell Yes 0.0 Mathematics Math Basics, McDougal Holt Algebra 1 A/B, McDougal Holt Geometry, McHogal Littell Yes 0.0 Science Earth Science, Pearson/Prentice Hall Biology, Holt, Rinehart and Winston Physics, Prentice Hall Chemistry, Prentice Hall Yes 0.0 History-Social Science World History: The Human Journey - Modern World American Nation, Holt, Rinehart and Winston American Anthem, Holt, Rinehart, and Winston U.S. Government, Holt, Rinehart, and Winston Economics, Holt, Rinehart, and Winston Yes 0.0 Foreign Language 0.0 Health 0.0 Visual and Performing Arts Introducing Art, Glencoe/McGraw Hill Exploring Art, Glencoe/McGraw Hill Understanding Art, Glencoe/McGraw Hill Yes 0.0 Science Lab Eqpmt(9-12) 0.0 School Facility Conditions and Planned Improvements - Most Recent Year Page 6 of 22
DATA PENDING - INFORMATION FORHTCOMING DSE s goal is to determine the least restrictive learning environment for each student based on age and academic focus. Most receive instruction in special day classes on public school campuses. Others may be served at center based school sites, specialized physical care facilities or at home. The Los Angeles County Office of Education takes great effort to ensure that all its Educational Program facilities are clean, safe and functional. The Site Safety Committee conducts a monthly inspection of each site. A Facilities Inspection Checklist is used to record conditions observed and to recommend corrective action for all unsafe conditions. If any unsafe conditions are noted during the inspection, the information is sent to LACOE Risk Management for oversight and follow-up. A request for services is sent to LACOE Building Services if the condition cannot be corrected by on-site staff. DSE students are served in many different types of settings and locations. Information about the condition of a specific classroom or site may be obtained by calling the division office at 562-803-8306. School Facility Good Repair Status - Most Recent Year DATA PENDING - INFORMATION FORHTCOMING 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 Rating Repair Needed and Action Taken or Planned Overall Facility Rate - Most Recent Year Overall Rating Page 7 of 22
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 successor the Standardized Testing and Reporting Program); The Academic Performance Index; 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. California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison Students in Science Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Science (grades 5, 8, and 10) 42 39 40 30 32 37 60 59 60 Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 Assessment of Student Performance and Progress Results by Student Group in Science (School Year California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 37 All Students at the School 40 Male 39 Female 38 Black or African American 21 American Indian or Alaska Native Asian Filipino Hispanic or Latino 39 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 40 English Learners 39 Students with Disabilities 40 Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. 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. Page 8 of 22
Standardized Testing and Reporting Results for All Students - Three-Year Comparison Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 English-Language Arts 46% 45% 49% 30% 33% 35% 54% 56% 55% Mathematics 38% 36% 39% 19% 23% 25% 49% 50% 50% History-Social Science 16% 15% 15% 19% 24% 27% 48% 49% 49% Note: STAR Program was last administered in 2012 13. Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison API Rank 2011 2012 2013 Statewide C C Similar Schools C C Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 All Students at the School 15 B 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. Page 9 of 22
Career Technical Education Programs (School Year 2013-14) Career Technical Education Programs (School Year 2013-14) Workability I and the Transition Partnership Program are integral parts of a comprehensive transition program provided by the LACOE s Division of Special Education. Workability I is funded through a grant administered by the California Department of Education and is designed to promote career awareness and exploration while students are in school. The Transition Partnership Program (TPP) is funded through a cooperative contract with the California Department of Rehabilitation and is designed to prepare students for entry into the workforce and to promote a successful transition from school to adult life. Both of these programs provide students with opportunities for pre-employment skills training and work experience as they receive ongoing support, guidance and assistance with transition planning. The activities of these programs are facilitated by career education personnel and involve active collaboration among students, families, school staff, service agencies and businesses in the community. Page 10 of 22
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. California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School District State Subject 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 English-Language Arts 5% 17% 15% 29% 31% 31% 56% 57% 56% Mathematics 14% 14% 13% 30% 32% 33% 58% 60% 62% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. English-Language Arts Percent of Students Scoring at Proficient or Advanced 17.5 Mathematics Percent of Students Scoring at Proficient or Advanced 15.0 15.0 12.5 12.5 10.0 10.0 7.5 7.5 5.0 5.0 2.5 2.5 0.0 2011-12 2012-13 2013-14 0.0 2011-12 2012-13 2013-14 Page 11 of 22
California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if applicable) English-Language Arts Mathematics Group Percent Not Proficient Percent Proficient Percent Advanced Percent Not Proficient Percent Proficient Percent Advanced All Students in the LEA 69% 13% 18% 67% 21% 12% All Students at the School 85% 13% 3% 88% 10% 3% Male 93% 7% N/A 92% 8% N/A Female 69% 23% 8% 79% 14% 7% Black or African American N/A N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino 89% 7% 4% 90% 7% 3% Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A N/A Socioeconomically Disadvantaged 87% 10% 3% 87% 10% 3% English Learners N/A N/A N/A N/A N/A N/A Students with Disabilities 85% 13% 3% 88% 10% 3% Students Receiving Migrant Education Services N/A N/A N/A N/A N/A N/A Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Physical Fitness Test Results (School Year 2013-14) California Physical Fitness Test Results (School Year 2013-14) Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards 5 10.9% 5.5% 1.8% 9 8.2% 9.8% 9.8% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 12 of 22
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 schoolsite. Opportunities for Parental Involvement - Most Recent Year Opportunities for Parental Involvement - Most Recent Year DATA PENDING - INFORMATION FORHTCOMING There are numerous opportunities for parents to become involved in LACOE-run special education programs, including parent-teacher organizations, shared decision making councils and community advisory committees. In addition, the process for developing each student s Individualized Education Program (IEP) actively involves parents/guardians. For information on how to become involved, contact Kim Hopko, Director, Division of Special Education, at (562) 803-8306. State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 Dropout Rate 16.7 14.8 12.5 16.7 14.8 12.5 14.7 13.1 11.4 Graduation Rate 73.66 75.09 77.13 77.14 78.87 80.44 Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 80 70 Dropout Rate Graduation Rate 60 50 40 30 20 10 2010-11 2011-12 2012-13 Page 13 of 22
Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2013 Group School District State All Students 12 76 84 Black or African American 27 69 75 American Indian or Alaska Native 150 77 Asian 106 92 Filipino 111 92 Hispanic or Latino 11 73 80 Native Hawaiian or Pacific Islander 50 84 White 93 90 Two or More Races 66 89 Socioeconomically Disadvantaged 4 77 82 English Learners 5 50 53 Students with Disabilities 11 40 60 Page 14 of 22
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; and Other local measures on the sense of safety. Suspensions and Expulsions Suspensions and Expulsions School District State Rate 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Suspensions 1.80 2.00 0.30 15.20 13.50 11.90 5.70 5.10 4.40 Expulsions 0.00 0.00 0.00 0.00 0.10 0.00 0.10 0.10 0.10 Suspensions Expulsions 17.5 15.0 School Suspensions District Suspensions State Suspensions 0.12 0.10 School Expulsions District Expulsions State Expulsions 12.5 0.08 10.0 0.06 7.5 0.04 5.0 2.5 0.02 0.0 2011-12 2012-13 2013-14 0.00 2011-12 2012-13 2013-14 Page 15 of 22
School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year DATA PENDING - INFORMATION FORHTCOMING February 2012 Safety of students and staff is a primary concern of Los Angeles County Special Education. A comprehensive School Safety Plan is in place for each Special Education site. It is revised and reviewed annually by staff, parents and other stakeholders during the months of January, February and March. The updated plan is completed and submitted to the Los Angeles County Office of Education in March of each year. The School Safety Plan has the following key elements: Disaster procedures, routine and emergency Safe and orderly school environment plans Rules and procedures on school discipline Procedures regarding teacher notification of dangerous students pursuant to Ed. Code 49079 Child abuse reporting procedures Sexual harassment policy Hate crime reporting procedures Provisions of any school-wide dress code In addition, the majority of LACOE Special Education programs are located on school campuses operated by other school districts. LACOE works closely with each host site administration to coordinate disaster preparedness plans and other safety issues for all students and staff. Page 16 of 22
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. Adequate Yearly Progress Overall and by Criteria (School Year 2013-14) Adequate Yearly Progress Overall and by Criteria (School Year 2013-14) AYP Criteria School District Made AYP Overall N/A N/A Met Participation Rate - English-Language Arts N/A N/A Met Participation Rate - Mathematics N/A N/A Met Percent Proficient - English-Language Arts N/A N/A Met Percent Proficient - Mathematics N/A N/A Met Graduation Rate N/A N/A Federal Intervention Program (School Year 2014-15) Federal Intervention Program (School Year 2014-15) Indicator School District Program Improvement Status Not in PI First Year of Program Improvement 2015-2016 Year in Program Improvement * Year 3 Number of Schools Currently in Program Improvement N/A 654 Percent of Schools Currently in Program Improvement N/A 82.6% Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Page 17 of 22
Average Class Size and Class Size Distribution (Elementary) Average Class Size and Class Size Distribution (Elementary) 2011-12 2012-13 2013-14 Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size 1-20 21-32 33+ Average Class Size 1-20 21-32 33+ Average Class Size 1-20 21-32 33+ K 7.0 10 0 0 2.0 36 3.0 50 1 8.6 10 0 0 2.0 50 2.0 76 2 8.0 5 0 0 2.0 51 2.0 67 3 11.7 6 0 0 2.0 58 2.0 68 4 7.3 4 0 0 2.0 44 2.0 72 5 7.9 14 0 0 2.0 42 2.0 60 6 9.0 6 0 0 2.0 50 2.0 65 Other 0.0 381 0 0 1.0 6 * Number of classes indicates how many classes fall into each size category (a range of total students per class). Page 18 of 22
Academic Counselors and Other Support Staff (School Year 2013-14) Academic Counselors and Other Support Staff (School Year 2013-14) DATA PENDING - INFORMATION FORHTCOMING Academic Counselor Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other N/A N/A N/A N/A N/A N/A N/A N/A N/A Note: Cells with N/A 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 2012-13) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13) DATA PENDING - INFORMATION FORHTCOMING Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site N/A N/A N/A N/A District N/A N/A N/A N/A Percent Difference School Site and District N/A N/A N/A N/A State N/A N/A $4,690 N/A Percent Difference School Site and State N/A N/A N/A N/A Note: Cells with N/A values do not require data. Page 19 of 22
Types of Services Funded (Fiscal Year 2013-14) Types of Services Funded (Fiscal Year 2013-14) Special Day Classes Adapted Physical Education Audiology Assessments Braille Services Career Education Autism Visually Impaired Psychological/Counseling Services Multi-Cultural Pupil Services Speech and Language School Health Nutrition Network Foster Youth Services Early Intervention/Infant Compliance Support Services Positive Behavior Intervention Support Deaf/Hard-of-Hearing Teacher and Administrative Salaries (Fiscal Year 2012-13) Teacher and Administrative Salaries (Fiscal Year 2012-13) DATA PENDING - INFORMATION FORHTCOMING Category District Amount State Average For Districts In Same Category Beginning Teacher Salary N/A N/A Mid-Range Teacher Salary N/A N/A Highest Teacher Salary N/A N/A 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 N/A N/A Percent of Budget for Teacher Salaries % % Percent of Budget for Administrative Salaries % % For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 1.0 1.0 Page 20 of 22
1.0 1.0 0.5 0.5 0.0 0.0-0.5-0.5-1.0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary -1.0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 21 of 22
Professional Development Most Recent Three Years Professional Development Most Recent Three Years The majority of professional development for LACOE-run schools is coordinated centrally by the Professional Development unit, as well as the Curriculum & Instruction Unit. Training opportunities for all staff are driven by current and evidence-based research, and are connected to curriculum guides/pacing plans, instructional materials, county/state/federal laws and the District s overall goals and instructional focus. Instruction and Professional Development specific Focus Areas: Content Literacy Expansion in Core Curriculum courses Mathematics Intervention and Subject Content Development Instructional Technology integrated into all classrooms Fully Implement Data wise Positive Behavior Instructional System implemented across the Division of Student Programs Professional development is delivered both at the sites and regionally. Professional development at the sites occurs monthly.lacoe provides leadership institutes for administrators and has established professional learning communities, teaching and learning study groups, and classroom/campus walkthroughs. Professional development opportunities for teachers and administrators cover intervention strategies for struggling students and differentiated instructional strategies for teachers English-Language, Mathematics(Algebra and Geometry), Science, and History-Social Science courses. Lacoe Educational Programs serve a large population of students who are identified as English Learners. Teachers are offered staff development opportunities that focus primarily on building their skills and strategies for teacher EL students. LACOE Educational Programs and Human Resource Service have collaboratively established criteria and processes to ensure that teachers are highly qualified as required by the federal No Child Left Behind Act. Additionally, Educational Programs and HRS collaborate in supporting new teachers through the pre-intern and Beginning Teacher Support Assessment(BTSA) program. Overall, professional development supports improving the skills of teachers, paraeducators, and administrators to promote student academic achievement, as well as to enhance students ability to become socially responsible citizens. Page 22 of 22