Imperial County Special Education - · PDF fileGrade 4 24 Grade 5 27 ... Accountability Report...

2015-16 School Accountability Report Card for Imperial County Special Education of 12

Imperial County Special Education

1398 Sperber Road • El Centro • 760-312-6428 • Grades K-12 Eddie Hernandez, School Principal & Deborah E. Montoya, Sr. Director, Special Education, Principal

[email protected] www.icoe.org

2015-16 School Accountability Report Card

Published During the 2016-17 School Year

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Imperial County Office of Education

1398 Sperber Road El Centro, CA 92243

760-312-6440 www.icoe.org

District Governing Board

Annette Buttner

Susan E. Manger

Alicia Armenta

Sharon Anderholt

Mark Ramirez

District Administration

J. Todd Finnell, Ed.D. Superintendent

Amanda Brooke Deputy Superintendent

Alex Wells Associate Superintendent

---- ----

School Description ICOE Special Education provides educational services to students, from birth to age 21, with moderate to severe disabilities. The ICOE Special Education Department operates one specially designed school, the Imperial Valley Center for Exceptional Children, for preschool students with moderate to severe disabilities, Autism, and school aged children with multiple disabilities. In addition, the department operates 32 classrooms housed on comprehensive school campuses located in El Centro, Brawley, Calexico, and Imperial. The ICOE Special Education department is dedicated to providing outstanding services through six programs to maximize opportunities for all students: • Early Start: Infant Toddler Program • Severely Disabled Program • Deaf/Hard of Hearing Program • Visually Impaired Program • Speech/Language Services • Occupational Therapy Services District administration represents more than 25 years of service to education leadership through the positions of Sr. director, principal, program manager, and program specialist. Leadership is also displayed in the instructional staff, both certificated and classified, and parent groups. Their work’s goal is for all students to become responsible, productive citizens. The staff is responsive to the community, working collaboratively with parents and other support agencies. In the 2015-16 school year, the school served a total of 645 students (based on the June 2016 CASEMIS Pupil Count) with 426 of those students in grades Kindergartens through 12+. .


About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). 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 and 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/.

• 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/guardians and community members should contact the school principal or the district office.

2015-16 Student Enrollment by Grade Level

Grade Level Number of Students

Kindergarten 37

Grade 1 37

Grade 2 16

Grade 3 30

Grade 4 24

Grade 5 27

Grade 6 19

Grade 7 24

Grade 8 17

Grade 9 21

Grade 10 24

Grade 11 14

Grade 12 16

Ungraded Secondary 60

Total Enrollment 366

2015-16 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 0.8

American Indian or Alaska Native 0.8

Asian 0.3

Filipino 0.3

Hispanic or Latino 93.7

Native Hawaiian or Pacific Islander 0

White 3.6

Two or More Races 0.5

Socioeconomically Disadvantaged 59

English Learners 47

Students with Disabilities 100

Foster Youth 0.5

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

Imperial County Special Education 14-15 15-16 16-17

With Full Credential 24 25 23

Without Full Credential 10 7 11

Teaching Outside Subject Area of Competence 0 0 0

Imperial County Office of Education 14-15 15-16 16-17

With Full Credential ♦ ♦

Without Full Credential ♦ ♦

Teaching Outside Subject Area of Competence ♦ ♦

Teacher Misassignments and Vacant Teacher Positions at this School

Imperial County Special Education

14-15 15-16 16-17

Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions

* “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

2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School

Districtwide

All Schools

High-Poverty Schools

Low-Poverty Schools

* High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Imperial County Office of Education held a Public Hearing on October 13, 2014, and determined that each school within the district has sufficient and good-quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams v. 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 and in visual and performing arts for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the State 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. All recommended materials are available for parent examination at the district office prior to adoption.

Textbooks and Instructional Materials

Year and month in which data were collected: October 10, 2016

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts 2010: Treasures, McGraw-Hill (K-12)

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%

Mathematics 2008: California Mathematics, McGraw-Hill 2008: Saxon Math, Houghton Mifflin Harcourt (K-12)



Science 2007: California Science, Pearson Scott Foresman (K-12)



History-Social Science 2007: California Vistas, Macmillan/McGraw-Hill (K-12)



School Facility Conditions and Planned Improvements (Most Recent Year) ICOE Special Education provides educational services to students ages 0-21 with moderate to severe disabilities. We operate a special school, the Imperial Valley Center for Exceptional Children, as well as classrooms housed on comprehensive school campuses located in El Centro, Brawley, Calexico, and Imperial. These classrooms are specially designed to meet the academic, functional curriculum, behavioral/social-emotional, communication, vocational, and independent living needs of the students we serve. ICOE keeps its facilities in good repair in accordance with a maintenance plan and in compliance with the Office of Public School Construction via an ongoing evaluation process. To better school safety and security, all classrooms are connected to an alarm system integrated into the school site and have incoming and outgoing telephone service. The ICOE Special Education Department takes great efforts to ensure that all schools are clean, safe, and functional. The Imperial Valley Center for Exceptional Children has nine classrooms, a multipurpose room, and five portable trailers. This school was built in 1977. Four portable trailers were added to our school in 1979 to place our Infant Toddler Program, Preschool, and Speech and Language Program. The school opened in 1977 with all permanent classrooms. The multipurpose room was also built in 1977. Our facilities strongly support teaching and learning through their ample classroom and playground space. Facility information is current as of January 2017. Our Principal at IVCEC works with the custodial staff, consisting of two full-time and two half-time staff members, to develop cleaning schedules to ensure a clean and safe school. The school has assigned morning and evening custodial care that provide comprehensive cleaning and maintenance for the building and grounds. Maintenance staff ensures that the school-site is maintained in good repair and working order. Any necessary repairs are completed in a timely manner, in which a work order process is in place, and utilized to ensure efficient service and that emergency repairs are given the highest priority.


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 09/06/2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X

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

X

Overall Rating Exemplary Good Fair Poor

---------- X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students 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

2015-16 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

14-15 15-16 14-15 15-16 14-15 15-16

ELA -- 1 10 4 44 48

Math -- 1 0 0 34 36

* 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.

CAASPP 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

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science -- 73 10 32 56 54

* Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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.

Grade Level

2015-16 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---9--- 9.1

* 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.


2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 68 67 98.5 73.1

Male 43 43 100.0 72.1

Female 25 24 96.0 75.0

Hispanic or Latino 63 62 98.4 71.0

Socioeconomically Disadvantaged 42 42 100.0 73.8

English Learners 31 31 100.0 71.0

Students with Disabilities 68 67 98.5 73.1

* Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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.

School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 3 29 29 100.0

4 26 25 96.2 4.0

5 27 27 100.0

6 21 18 85.7

7 24 24 100.0

8 16 15 93.8

11 14 13 92.9 7.7

Male 3 16 16 100.0

4 17 16 94.1 6.3

5 18 18 100.0

6 11 9 81.8

7 14 14 100.0

8 11 10 90.9

11 -- -- -- --

Female 3 13 13 100.0

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

11 -- -- -- --

Black or African American 4 -- -- -- --

6 -- -- -- --

11 -- -- -- --

American Indian or Alaska Native 5 -- -- -- --



Student Group Grade



Exceeded

Asian 5 -- -- -- --

Hispanic or Latino 3 29 29 100.0

4 25 24 96.0 4.2

5 24 24 100.0

6 17 14 82.3

7 24 24 100.0

8 15 14 93.3

11 11 10 90.9 10.0

White 5 -- -- -- --

6 -- -- -- --

8 -- -- -- --

Two or More Races 11 -- -- -- --

Socioeconomically Disadvantaged 3 18 18 100.0

4 17 16 94.1 6.3

5 16 16 100.0

6 12 10 83.3

7 14 14 100.0

8 -- -- -- --

11 -- -- -- --

English Learners 3 17 17 100.0

4 -- -- -- --

5 17 17 100.0

6 14 11 78.6

7 -- -- -- --

8 -- -- -- --

11 -- -- -- --

Students with Disabilities 3 29 29 100.0

4 26 25 96.2 4.0

5 27 27 100.0

6 21 18 85.7

7 24 24 100.0

8 16 15 93.8

11 14 13 92.9 7.7



Student Group Grade



Exceeded

Students Receiving Migrant Education Services

3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

7 -- -- -- --

8 -- -- -- --

Foster Youth 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

11 -- -- -- --

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

All Students 3 29 29 100.0

4 26 24 92.3

5 27 27 100.0

6 21 19 90.5

7 24 24 100.0

8 16 16 100.0

11 14 13 92.9 7.7

Male 3 16 16 100.0

4 17 15 88.2

5 18 18 100.0

6 11 10 90.9

7 14 14 100.0

8 11 11 100.0

11 -- -- -- --



Student Group Grade



Exceeded

Female 3 13 13 100.0

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

11 -- -- -- --

Black or African American 4 -- -- -- --

6 -- -- -- --

11 -- -- -- --

American Indian or Alaska Native 5 -- -- -- --

Asian 5 -- -- -- --

Hispanic or Latino 3 29 29 100.0

4 25 23 92.0

5 24 24 100.0

6 17 15 88.2

7 24 24 100.0

8 15 15 100.0

11 11 10 90.9 10.0

White 5 -- -- -- --

6 -- -- -- --

8 -- -- -- --

Two or More Races 11 -- -- -- --

Socioeconomically Disadvantaged 3 18 18 100.0

4 17 15 88.2

5 16 16 100.0

6 12 11 91.7

7 14 14 100.0

8 -- -- -- --

11 -- -- -- --

English Learners 3 17 17 100.0

4 -- -- -- --

5 17 17 100.0

6 14 12 85.7

7 -- -- -- --

8 -- -- -- --

11 -- -- -- --



Student Group Grade



Exceeded

Students with Disabilities 3 29 29 100.0

4 26 24 92.3

5 27 27 100.0

6 21 19 90.5

7 24 24 100.0

8 16 16 100.0

11 14 13 92.9 7.7

Students Receiving Migrant Education Services

3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

7 -- -- -- --

8 -- -- -- --

Foster Youth 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

11 -- -- -- --

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

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 (School Year 2016-17) Parental involvement is important in promoting student achievement and success. An annual Parent Handbook is distributed that provides valuable information to insure that we are working together to meet the individual needs of every student. Parents are also invited to participate in our School Site Council (SSC), where teachers, parents and administration have the opportunity to meet and discuss how to best provide services and support to our children and school community. Families are encouraged to participate in the School Site Council and PTO fundraising efforts. Annual traditions at IVCEC are upheld which foster parental involvement and community participation including the Open House and Visually Impaired Parent Night in September, the Harvest Festival in October, the Winter Program in December, the Spring Potluck in April, Spring Extravaganza/Student Talent Show in May, and Graduation Ceremonies in June. The ICOE/IVCEC PTO organizes various yearly fundraisers, including candy and T-shirt sales. The English Learner Advisory Council, ELAC, advises the SSC of the special needs of EL students on ways the SSC can support parent - school partnerships to meet those needs. Specifically, ELAC advises SSC, administration and school staff on programs and services for English language learners. Presently, the committee comprises ICOE parents of English language learners who advise, review and comment on English learner education for the county-operated Special Education Program. ELAC is a forum where parents can receive information, voice concerns and make suggestions to improve school to home communication.


All SSC/PTO/English Learner Advisory Council meetings are open to the public and all members of our community are encouraged to attend. SSC/PTO/ELAC meetings are conducted at the Imperial Valley Center for Exceptional Children on the second Tuesday of each month at 5:15 p.m. At every meeting, an opportunity to speak on a topic not on the agenda is offered to anyone who is interested in addressing the SSC, PTO, and/or the English Learners Advisory Council. For more information regarding parent support groups, please contact Sylvia Ayala at (760) 312-6630.

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. School Safety Plan Safety of students and staff is of utmost importance to the Imperial County Special Education. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The plan was last reviewed by members of our School Safety Team, local law enforcement, and discussed with school staff in January of 2017. IVCEC is a closed campus school. All visitors must sign in at the front office and wear an identification badge while on school grounds. Fire drills are conducted monthly and earthquake drills are conducted twice a year. The Williams Settlement procedure was implemented beginning in the 2004-05 school year with Conditions of Facility Signs posted in every classroom. The School Safety Plan for the Special Education Department is on file at Imperial Valley Center for Exceptional Children (IVCEC) and at the Imperial County Office of Education (ICOE). The School Safety Plan outlines rules and procedures to provide a safe environment specifically for students with disabilities. Our plan will soon be available to view on our website at www.icoe.org/student/special-education/ accountability-safety.

Suspensions and Expulsions

School 2013-14 2014-15 2015-16

Suspensions Rate 0.0 0.0 0.2

Expulsions Rate 0.0 0.0 0.0

District 2013-14 2014-15 2015-16



State 2013-14 2014-15 2015-16



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.

2016-17 Federal Intervention Program

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2013-2014 2012-2013

Year in Program Improvement Year 2 Year 3

Number of Schools Currently in Program Improvement 2

Percent of Schools Currently in Program Improvement 66.7


Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 0.00

Counselor (Social/Behavioral or Career Development) 0.00

Library Media Teacher (Librarian) 0.00

Library Media Services Staff (Paraprofessional) 0.00

Psychologist------- 3.60

Social Worker------- 0.00

Nurse------- 2.85

Speech/Language/Hearing Specialist 9.00

Resource Specialist------- 0.00

Other-------

Average Number of Students per Staff Member

Academic Counselor------- * 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.

Average Class Size and Class Size Distribution (Elementary)

Grade Average Class Size

Number of Classrooms*

1-20 21-32 33+

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

K

10 10 10 3 6 6

2

1 1

3

12 11 11 1 2 2

4

13 6 6 1 2 2

5

1 1

6

10 8 8 2 2 2

Other

10 8 8 7 6 6

Professional Development provided for Teachers Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then sharing their experiences and knowledge with district colleagues. The district dedicates three days to staff development annually prior to the commencement of the new school year. In addition, professional development for classified and certificated teachers occurs such as, but not limited to: after-school professional learning community meetings for teachers, monthly collaboration meetings between novice teachers and their mentor teacher (mentor/mentee meetings), along with classified and certificated training. For the previous four school years, we had five days each year dedicated to staff and professional development.

FY 2014-15 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $ 45,026 $ 43,787

Mid-Range Teacher Salary $ 48,845 $ 64,314

Highest Teacher Salary $ 85,055 $85,084

Average Principal Salary (ES) $ 100,438

Average Principal Salary (MS) $ 103,661

Average Principal Salary (HS) $ 108,468 $ 111,896

Superintendent Salary $ 131,536

Percent of District Budget

Teacher Salaries 19.78% 25.77%

Administrative Salaries 6% 4.52% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

$46,260 $45,285 $975 $60,458

District-------

♦ ♦ --

State------- ♦ ♦ $5,677

Percent Difference: School Site/District -- --

Percent Difference: School Site/ State -82.8 -12.8

* Cells with ♦ do not require data.

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


Types of Services Funded

In addition to general state funding, ICOE Special Education receives state, federal, and local funding in the form of the following categorical funds and other support programs:

• Trust Fund • Medical Administrative Activities • Categorical Flexibility Resources • State Fiscal Stabilization Funds (SFSF) • Lottery – Unrestricted • Title I, Part A, Basic • Title I, Part A, ARRA • Special Ed IDEA, Part B (formerly PL94-142) • Special Ed IDEA, Part B – ARRA • Special Ed IDEA, Preschool Grant ARRA • Special Ed IDEA Early Intervention, Part C • Title II, Part A, Teacher Quality • Title II, Part D, EETT ARRA • Title III, Immigrant Education Funding

• Title III, LEP Student Program • Direct Service Medi-Cal Fee for Service • Lottery – Restricted • Special Education AB602 • State Obligation Infant • Mental Health Apportionment • Transportation – Special Education (SH/OH) • Special Ed IDEA, Low Incidence, Part B • Routine Restricted Maintenance • Special Ed – Early Intervention Vendorization • Special Ed- Misc Revenue • Educator Effectiveness • Special Education Early Intervention & Inclusion Program

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Imperial County Special Education 2011-12 2013-14 2014-15

Dropout Rate 9.00 9.30 7.70

Graduation Rate 83.06 82.01 84.95

Imperial County Office of Education 2011-12 2013-14 2014-15

Dropout Rate 9.00 9.30 7.70


California 2011-12 2013-14 2014-15

Dropout Rate 11.40 11.50 10.70


Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE

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

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

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2015-16 Students Enrolled in Courses Required for UC/CSU Admission

0

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission

* Where there are student course enrollments.

2015-16 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science ♦

English------- ♦

Fine and Performing Arts ♦

Foreign Language ♦

Mathematics ♦

Science------- ♦

Social Science ♦

All courses

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 and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., 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.

Imperial County Special Education - · PDF fileGrade 4 24 Grade 5 27 ... Accountability Report...

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