SARC - School Accountability Report Card

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Executive Summary School Accountability Report Card, 2009–10

For: HBIC/Cleta Harder Developmental School

Address: 981 N. Euclid Street La Habra, CA 90631Phone:

(562) 694-5655

Principal: Erin Welch

Grade Span:

K-12 +

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. The data presented in this report are reported for the 2009–10 school year, except the School Finances and School Completion data that are reported for the 2008–09 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

HBIC/Cleta Harder Developmental School is a California State-certified nonpublic, nonsectarian school serving students with special needs from Kindergarten through age 22 in Orange and Los Angeles counties. HBIC/Cleta Harder Developmental School provides a safe and caring environment with programs including functional academics, physical development, positive behavior support, vocational training, independent living skills and communication training where all children and young adults with disabilities have the opportunity to develop to their maximum potential and improve their quality of life via a “highly qualified” staff; all-the-while providing support and encouragement to their families.

Student Enrollment

GroupEnrollment

Number of students

Black or African American

American Indian or Alaska Native %

Asian

Filipino

Hispanic or Latino

Native Hawaiian/Pacific Islander %

White (not of Hispanic origin)

Two or More Races

Socioeconomically Disadvantaged %

English Learners

Students with Disabilities

100%

Teachers

Indicator

Teachers

Teachers with full credential

Teachers without full credential

Teachers Teaching Outside

Subject Area of Competence

N/A

Misassignments of Teachers

of English Learners

N/A

Total Teacher Misassignments N/A

School Accountability Report Card

Reported Using Data from 2009–10 School Year

Published During 2010–11

The School Accountability Report Card (SARC), which is required by law to be published by February 1 of each year, contains information about the condition and performance of each California public school. More information about SARC requirements is available on 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

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 2010–11)

This section provides the school’s contact information.

SchoolDistrict

School Name: Cleta Harder Developmental School

District Name: La Habra City School District

Street: 981 N. Euclid Street

Phone Number: 562.690.2305

City, State, Zip: La Habra, CA 90631

Web Site: www.lhcsd.K12.ca.us

Phone Number: 562.694.5655

Superintendent: Susan Belenardo, Ed.D.

Principal: Erin Welch

E-mail Address: sbelenardo@lhcsd.k12.ca.us

E-mail Address: ewelch@hbic.org

CDS Code: 30665636915540

School Description and Mission Statement (School Year 2009–10)

This section provides information about the school, its programs, and its goals.

HBIC/The Cleta Harder Developmental School is a not-for-profit 501 (c) (3) organization that focuses on assisting individuals with disabilities while providing support, and encouragement to their families.

Established in 1981 The Cleta Harder Developmental School (CHDS) provides functional academic, vocational and communication programs for individuals with varying disabilities. Currently the primary disabling conditions of the students served are Autism, Deaf/Blindness, Emotional Disturbance, Multiple Disabilities, Mental Retardation (Mild/Moderate, Moderate/Severe), and other Health Impairment.

Staffed with fully credentialed Special Education Teachers and a "highly qualified" support staff, CHDS provides programs of Academics, Physical Development, Communication Development, Socialization, Independent Living Skills And Vocational Training for children and young adults with moderate-severe multiple disabilities, including Autism.

Our goal is to work with the child's home school district and family to provide a program and least restrictive environment that is appropriate and conducive for learning and development, based on each child's individual needs.

Collaborating with the child's full support "team" allows for the best opportunities to improve their overall quality of life.

Opportunities for Parental Involvement (School Year 2009–10)

This section provides information about opportunities for parents to become involved with school activities,

including contact information pertaining to organized opportunities for parental involvement.

Opportunities for parental participation and involvement are welcomed and encouraged. Parents can volunteer to participate through our Fundraising events. Parents have daily contact with our staff, in person, by phone, or by email. Parents interested in volunteering should contact staff our Director of Development Jason Cecil for more details 562.694.5655.

Student Enrollment by Grade Level (School Year 2009–10)

This table displays the number of students enrolled in each grade level at the school.

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

Grade 8

Grade 1

Ungraded Elementary

Grade 2

Grade 9

Grade 3

Grade 10

Grade 4

Grade 11

Grade 5

Grade 12

Grade 6

Ungraded Secondary

Grade 7

Total Enrollment

Student Enrollment by Group (School Year 2009–10)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group

Percent of

Total Enrollment

Group

Percent of

Total Enrollment

Black or African American

White

American Indian or Alaska Native

Two or More Races

Asian

Socioeconomically Disadvantaged

Filipino

English Learners

Hispanic or Latino

Students with Disabilities 100%

Native Hawaiian/Pacific Islander

III. School Climate

School Safety Plan (School Year 2009–10)

This section provides information about the school's comprehensive safety plan.

HBIC/Cleta Harder Developmental School reviews its School Safety Plan on an annual basis. Fire drills are practiced monthly and building safety inspections are done quarterly. CPR/First aid training is provided every two years. In addition, staff is trained in Crises Prevention Intervention. Teachers received ongoing training throughout the year. HBIC/Cleta Harder Developmental School’s Policy and Procedures manual addresses other safety elements such as: Child Abuse Reporting, and Sexual Harassment.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate

School

District

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

Suspensions

Expulsions

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2010–11)

This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most recent data available, and a description of any planned or recently completed facility improvements.

Cleta Harder Developmental School is located on the North Orange County/Los Angeles County Border. It is at the edge of the hills of La Habra Heights adjacent to San Miguel de Allende Park. Cleta Harder Developmental School strives to provide a safe and nurturing environment. In 2003, we constructed a new facility. The site has office space, 5 classrooms, Speech Therapy room, teacher resource room, a kitchen, student computer lab, multipurpose room, and a playground, which is surrounded by a secure iron fence to enclose the backyard. Since the park is adjacent to our backyard, we have plenty of additional play area available for our students. We strive to keep all areas in good condition.

School Facility Good Repair Status (School Year 2010–11)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

System Inspected

Repair Status

Repair Needed and

Action Taken

Exemplary

Good Fair Poor

or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

n/a

Interior: Interior Surfaces

n/a

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestatio n/a

Electrical: Electrical

n/a

Restrooms/Fountains: Restrooms, Sinks/ Fountains

n/a

Safety: Fire Safety, Hazardous Materials

n/a

Structural: Structural Damage, Roofs

n/a

External: Playground/School Grounds,

Windows/ Doors/Gates/Fences

n/a

Overall Rating

n/a

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

Teachers

School

District

2007–08

2008–09

2009–10

With Full Credential

Without Full Credential

Teaching Outside Subject Area of Competence

N/A

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator

2008–09

2009–10

2010–11

Misassignments of Teachers of English Learners

Total Teacher Misassignments

N/A

Vacant Teacher Positions

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2009–10)

This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. 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. More information on teacher qualifications required under the ESEA can be found on 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

Not Taught by Highly Qualified Teachers

This School

All Schools in District

High-Poverty Schools in District

Low-Poverty Schools in District

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2009–10)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title

Number of FTE

Assigned to School

Average Number of

Students per

Academic Counselor

Counselor (Social/Behavioral or Career Development)

n/a

Library Media Teacher (librarian)

n/a

Library Media Services Staff (paraprofessional)

n/a

Psychologist

n/a

Social Worker

n/a

Nurse

n/a

Speech/Language/Hearing Specialist

n/a

Resource Specialist (non-teaching)

n/a

Other

n/a

Support Staff: Each of our Paraprofessional support staff is required to have an AA, BA/BS or have passed the CBEST.

DIS Providers: Each specialist i.e. Speech Therapist, Occupational Therapist and Physical therapist that works with our children and young adults are required to maintain current licensing and/or documentation that allows them to practice their specified skill/specialty in a scholastic setting.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2010–11)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school; whether the textbooks and instructional materials are from the most recent adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area

Quality, Currency, and Availability Percent of Pupils Most Recent SBE

of Textbooks and Instructional Materials Who Lack Their Own or Local Governing

Assigned Textbooks and/or Agency Approved

Instructional Materials Textbooks and

Instructional

Materials

Reading/Language Arts

Mathematics

Science

History-Social Science

Foreign Language

Health

Visual and Performing Arts

Science Laboratory Equipment (grades 9-12)

Cleta Harder Developmental School provides a Functional Skills curriculum ‘Functional’ refers to skills that are useful in real life, i.e. for a practical purpose. ‘Academics’ refers to skills involved in the areas of reading, writing, numeracy, technology, and studies of the environment. Therefore, functional academics include literacy, numeracy, technology skills, and knowledge of our world, each of which assists our students to access a range of real life experiences.

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2008–09)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Level

Total

Expenditures

Expenditures Average

Expenditures Per Pupil Per Pupil Teacher

Per Pupil (Supplemental/ (Basic/ Salary

Restricted) Unrestricted)

School Site

District

n/a

Percent Difference – School Site

n/a

and District

State

n/a

Percent Difference – School Site

n/a

and State

Types of Services Funded (Fiscal Year 2009–10)

This section provides information about the programs and supplemental services (e.g., information about supplemental educational services related to the school’s federal Program Improvement status) that are provided at the school through either categorical funds or other sources.

Narrative provided by the LEA

IX. Student Performance

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content standards. The CSTs 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. The 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 CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and 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. On each of these assessments, student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf.

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. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

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

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject

School

District

State

2007–08 2008–09 2009–10 2007–08 2008–09 2009–10

2007–08 2008–09 2009–10

English-Language Arts

Mathematics

Science

History-Social Science

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

This 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.

Group

Percent of Students Scoring at Proficient or Advanced

English-

Language Arts

Mathematics

Science

History-Social Science

All Students in the LEA

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

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 in order to compute AYP designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found on the CDE California High School Exit Examination (CAHSEE) Web site at http://cahsee.cde.ca.gov/. 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. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

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. Detailed information about the API can be found on the CDE Academic Performance Index (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

2007

2008

2009

Statewide

Similar Schools

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

This table displays, by student group, the actual API changes in points added or lost for the past three years. Note: "N/A" means that the student group is not numerically significant or data were not available.

Group

Actual API Change

2007–08

2008–09

2009–10

All Students at the School

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian/Pacific Islander

White

Two or More Races

N/A

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Adequate Yearly Progress

The federal Elementary and Secondary Education Act 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)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2009–10)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the six AYP criteria described above.

AYP Criteria

School

District

Overall

Participation Rate - English-Language Arts

Participation Rate - Mathematics

Percent Proficient - English-Language Arts

Percent Proficient - Mathematics

API

Graduation Rate

Federal Intervention Program (School Year 2010–11)

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 (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. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/.

Indicator

School

District

Program Improvement Status

First Year of Program Improvement

Year in Program Improvement

Number of Schools Currently in Program Improvement

n/a

Percent of Schools Currently in Program Improvement

n/a

XI. 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.

HBIC/Cleta Harder Developmental School reserved 2 calendar days for staff in service for 2010.11. Staff development topics include behavior training, data collection, Communication, and Occupational therapy. Supplementary training will be made available through local school districts, and private seminars. Administration will establish the needs and locate services.

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