For Frostig School

of 18

2019–2020 School Accountability Report Card Template

School Accountability Report Card Reported Using Data from the

2019–2020 School Year

California Department of Education

For Frostig School Address: 971 N. Altadena Dr., Pasadena, cA 91107 Phone: (626) 791-1255 Principal: Jennifer Tucker Mottes Grade Span: K-12

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 and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

➢ For more information about the LCFF or the LCAP, see the CDE LCFF webpage at https://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.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://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).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

https://www.cde.ca.gov/ta/ac/sa/

https://www.cde.ca.gov/fg/aa/lc/

https://dq.cde.ca.gov/dataquest/

https://www.caschooldashboard.org/

of 18

About This School

District Contact Information (School Year 2020–2021)

Entity Contact Information

District Name Pasadena Unified School District

Phone Number (626) 396-3600 Superintendent Brian McDonald

Email Address [email protected]

Website www.pusd.us

School Contact Information (School Year 2020–2021)

Entity Contact Information

School Name The Marianne Frostig School of Educational Therapy

Street 971 N. Altadena Dr.

City, State, Zip Pasadena, CA 91107

Phone Number (626) 791-1255 Principal Jennifer Tucker Mottes

Email Address [email protected] Website www.frostig.org

County-District-School (CDS) Code 19 64881 6982219

School Description and Mission Statement (School Year 2020–2021)

Narrative provided by the LEA

The Frostig School at the Marianne Frostig Center of Educational Therapy was established in 1951 by Dr. Marianne Frostig and is built upon her philosophy and research dating back to the 1930s. Dr. Frostig was committed to delivering state-of-the-art instruction and services to children with learning disabilities, to researching of the causes and treatment of learning disabilities, and to professional training for professionals to assist those working with children with learning disabilities.

The school was located on the west side of Los Angeles until 1979. In September 1987, Frostig relocated to its current building in Pasadena. It is one of the few programs in the Los Angeles area that is designed exclusively for children with learning disabilities who do not have serious emotional disturbances. It offers a full range of academic and support services on site and serves students from 1st through 12th grades.

The staff of the Frostig School is dedicated to providing children with learning and related disabilities a quality program that promotes the development of academics, language, motor skills, social-emotional skills, creative growth, and those factors that are believed to contribute to lifelong success. A continued belief of Dr. Frostig, our founder, thrives here in that the school staff believes in serving the "whole child." By addressing all of the child's needs in an integrated fashion, each child can develop into a productive and successful member of society.

The current mission reads as follows:

“The Frostig Center is dedicated to helping children with learning disabilities reach their full potential through an integrated approach of primary research, professional development and consultation, and Frostig School.”

mailto:[email protected]

http://www.frostig.org/

of 18

This mission statement is under review by the Board of Directors to determine if it aligns with the Center’s current practices.

The Frostig School relies on an inter-disciplinary team approach. Team members work together to meet each student's needs through the implementation of the educational plan. To ensure that each student's needs are met, an Individualized Educational Plan (IEP) is created annually and reviewed several times a year. This plan is based on an understanding of each student's strengths and weaknesses and outlines a course of action to help the child reach his or her highest potential.

The school provides a learning environment that allows students to feel comfortable taking risks. It is essential to help students develop positive strategies to cope with frustration. Research conducted at Frostig supports the conclusion that students who are successful have an understanding that adversity is a normal part of the learning process. Everyone at Frostig works to establish a culture that promotes self-awareness, proactivity, perseverance, goal setting, the use of support systems, and emotional coping strategies in the face of a variety of challenges, the very attributes that lead to success.

Student Enrollment by Grade Level (School Year 2019–2020)

Grade Level Number of Students

Kindergarten 0

Grade 1 1 Grade 2 0

Grade 3 4

Grade 4 3 Grade 5 6

Grade 6 13 Grade 7 10

Grade 8 11 Ungraded Elementary 0

Grade 9 13

Grade 10 17 Grade 11 16

Grade 12 22 Ungraded Secondary 2

Total Enrollment 118

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment

Black or African American 3%

American Indian or Alaska Native 0% Asian 8%

Filipino 0% Hispanic or Latino 22%

Native Hawaiian or Pacific Islander 0%

White 47% Two or More Races 15%

Socioeconomically Disadvantaged N/A English Learners N/A

of 18

Students with Disabilities 100% Foster Youth 0%

Homeless 0%

A. Conditions of Learning

State Priority: Basic

The SARC provides the following information relevant to the State priority: Basic (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

Teachers School 2018–2019

School 2019–2020

School 2020–2021

District 2020–2021

With Full Credential 12 13 13 N/A Without Full Credential 1 1 1 N/A

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 N/A

of 18

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021

Misassignments of Teachers of English Learners

0 0 0

Total Teacher Misassignments* 0 0 0 Vacant Teacher Positions 0 0 0

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.

Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)

Year and month in which the data were collected: DPL

Subject Textbooks and Other Instructional Materials/year of

Adoption

From Most Recent

Adoption?

Percent Students

Lacking Own Assigned Copy

Reading/Language Arts 2017 Yes 0

Mathematics 2015 Yes 0

Science 2020 Yes 0

History-Social Science 2020 Yes 0

Foreign Language 2010 Yes 0

Health 2020 Yes 0

Visual and Performing Arts N/A N/A 0

Science Laboratory Equipment (grades 9-12) N/A N/A 0

Note: Cells with N/A values do not require data.

School Facility Conditions and Planned Improvements


The school engages in a comprehensive, long-term facilities planning process on a regular basis and has a published plan for the renewal, repair, and replacement of the facilities. We recently remodeled the front office to create one point of entry for the school. We are considering future plans to add two additional classrooms and expand the campus to allow for additional outdoor space. The Board of Directors and the Executive Director are actively involved in these plans. Looking forward, we also have the following maintenance plan in place for our building:

We repaint, refresh, and repair annually and as necessary.

of 18

We budget for regular maintenance of the facilities, HVAC system, grounds, elevator, plumbing, and fire system.

The building is getting old and a need for repairs and maintenance reserve should be considered.

School Facility Good Repair Status

For questions regarding FIT data and school facility repair status, please contact Giovanni Delgado, CFO.

of 18

School Facility Good Repair Status

Using the most recently collected FIT data (or equivalent), provide the following:

Determination of repair status for systems listed

Description of any needed maintenance to ensure good repair

The year and month in which the data were collected

The rate for each system inspected

The overall rating

Year and month of the most recent FIT report: January 2021

Overall Facility Rate

Year and month of the most recent FIT report: Good

Please contact Giovanni Delgado for the most recent FIT report and details regarding school facility repair status.

of 18

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. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most 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.

CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard

Subject School 2018–2019

School 2019–2020



State 2018–2019

State 2019–2020

English Language Arts/Literacy (grades 3-8 and 11)

0% N/A N/A N/A N/A N/A

Mathematics (grades 3-8 and 11)

0% N/A N/A N/A N/A N/A


Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.

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.

Note: ELA and 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

of 18

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2019–2020)

Student Group Total Enrollment

Number Tested

Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

All Students N/A N/A N/A N/A N/A

Male N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A

Black or African American

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

Asian N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A Hispanic or Latino N/A N/A N/A N/A N/A

Native Hawaiian or Pacific Islander

N/A N/A N/A N/A N/A

White N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged

N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A

Students with Disabilities

N/A N/A N/A N/A N/A

Students Receiving Migrant Education Services

N/A N/A N/A N/A N/A

Foster Youth N/A N/A N/A N/A N/A

Homeless N/A N/A N/A N/A N/A



of 18

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2019–2020)


Number Tested

Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

All Students N/A N/A N/A N/A N/A

Male N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A


N/A N/A N/A N/A N/A


N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A Hispanic or Latino N/A N/A N/A N/A N/A

Native Hawaiian or Pacific Islander

N/A N/A N/A N/A N/A



N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A

Students with Disabilities

N/A N/A N/A N/A N/A


N/A N/A N/A N/A N/A





of 18

CAASPP Test Results in Science for All Students Grades Five, Eight, and High School Percentage of Students Meeting or Exceeding the State Standard

Subject School 2018–2019

School 2019–2020



State 2018–2019

State 2019–2020

Science (grades 5, 8 and high school)

N/A N/A N/A N/A N/A N/A



Note: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.

CAASPP Test Results in Science by Student Group Grades Five, Eight, and High School (School Year 2019–2020)


Number Tested

Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

All Students N/A N/A N/A N/A N/A Male N/A N/A N/A N/A N/A

Female N/A N/A N/A N/A N/A


N/A N/A N/A N/A N/A


N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A

Hispanic or Latino N/A N/A N/A N/A N/A Native Hawaiian or Pacific Islander

N/A N/A N/A N/A N/A



N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A Students with Disabilities

N/A N/A N/A N/A N/A


N/A N/A N/A N/A N/A




of 18


Career Technical Education Programs (School Year 2019–2020)


Career Technical Education Programs (CTE) are not directly part of the school’s course of study; however, individual students may participate in CTE classes in their home school districts. Many times students will be dually enrolled during the school day to complete that course work. Frostig students are also referred to work experience programs through their home district Workability and/or Student Work Experience through the Department of Rehabilitation.

The Transition Program at Frostig helps determine the feasibility for CTE and other programs that help students plan for their lives after leaving Frostig. Although federal law requires that a transition plan be developed for students 16 years of age and older, we believe it essential to engage students and their parents in thinking ahead, planning for the future, anticipating possible outcomes for the student, and determining the steps that will need to be taken to achieve those dreams beginning in the 8th grade whenever possible. The program centers on the “success attributes”, encouraging students to understand their learning disability, develop an awareness of compensatory strategies (including accommodations and modifications), identify and utilize support systems, and become self-determined and strong self-advocates. During the school year, all students in grades 9-12 are enrolled in a transition rotation that includes curriculum on the following broad categories: Career awareness and development of employment skills Building and maintenance of relationships Development of recreation and leisure interests Independent living skills Planning for post-secondary education and training Financial awareness Health and safety The transition program also prepares students to assume responsibility for their educational decisions as they reach the age of majority (18 years of age.) Transition is NOT a college-preparatory program or a job placement program. Parents and students are active and equal participants with the school. Students participate in field trips to several local post-secondary programs (community colleges, vocational programs) and meet with staff from the campus’ Office of Disabled Student Services. Frostig hosts an annual Transition Fair where 20-30 organizations and schools attend to provide information about post-secondary services available to our population. Speaking events are also held throughout the year where specific services can be highlighted, and panel events are hosted where alumni are invited to visit and share their post-secondary experiences. Frostig also works to incorporate hands-on experience into the high school program to facilitate skill building for employment and independent living. For example, tenth graders

of 18

participate in a service learning project where they research, plan, and implement a project that addresses a community problem identified by the students. Topics have included animal abuse, homelessness, and mental health. Eleventh graders participate in a junior workstation where they have the opportunity to volunteer with an adult on campus for one hour per week for the entire year. Students may learn office skills, strategies for working with younger children, and technical/computer skills depending on their placement. Finally, Frostig seniors participate in an Applied Mathematics class which runs a fully operational student-run café. There they learn to make and serve food and drinks, order inventory, evaluate for the best prices on supplies, take and deliver orders, and process payments by cash and credit card. In addition to the café, Frostig seniors participate in a rotation between a cooking course where they learn hands-on skills in the Frostig kitchen, and a print shop class, where they design, create, and sell silk-screened merchandise. Frostig is committed to providing our students with the education and opportunities to build skills that will be helpful as they journey toward independence after they leave Frostig.

Career Technical Education (CTE) Participation (School Year 2019–2020)

Measure CTE Program Participation

Number of Pupils Participating in CTE N/A

Percent of Pupils that Complete a CTE Program and Earn a High School Diploma

N/A

Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education

N/A

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

UC/CSU Course Measure Percent

2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission

N/A

2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission

N/A

of 18

State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical education

California Physical Fitness Test Results (School Year 2019–2020)

Grade Level

Percentage of Students Meeting

Four of Six Fitness Standards


Five of Six Fitness Standards


Six of Six Fitness Standards

5 N/A N/A N/A 7 N/A N/A N/A

9 N/A N/A N/A


Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

C. Engagement

State Priority: Parental Involvement

The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each school site

Opportunities for Parental Involvement (School Year 2020–2021)

Parents are an integral part of the Frostig team, especially during online learning due to the COVID-19 pandemic. Unlike previous years, the main role they play during 20-21 is supporting their students at home and communicate with us when issues arise. This fall, we established the Falcon Flight School to support parents with their new roles as co-teachers. The goal of the Falcon Flight School is to provide parents with support with online learning, including navigating technology, accessing the staff, adjusting to distance learning, and supporting the students with both academic and social/emotional growth. This contact with parents has been helpful in keeping the communication open between the staff and our families and allowed us to support our parents in these unique times.

Since everything has been done online this year, we have also adjusted how we conduct our special events that typically encourage parent involvement. Events such as Open House, parent orientation, and our winter drama performances were held virtually on Zoom. Our annual Fall Festival was done as a drive-through event with the support of our staff, Boy Scout Troop, and Parent Association. Parent meetings for our high school parents on the topic of Transition have also been held using Zoom. Upcoming plans for Academic Fair, a friendship dance, and a spring drama performance are in the works and will be held virtually using Zoom. While we haven’t been able to encourage parent involvement in field trips or in-person class parties, our middle school parents have become involved in our lunch clubs by helping their children host their club meetings and all of our parents have used their creative skills to engage their students in virtual or social-distanced hang outs and play dates with their peers.

of 18

We have been able to maintain some of our parent involvement strategies when it comes to academics. For example, within the first two months of school, parents met virtually with all the staff who work directly with their child. The purpose of the meeting is for the staff to discuss the primary objectives that they will be working on with the student throughout the year. Parents are encouraged to share and discuss their own thoughts about goals that they would like for their child. (If the student is publicly funded and the IEP takes place about this time, the IEP and goal setting conference are combined.) Fall parent teacher conferences were also held virtually in November so parents could check in with their child’s teachers and discuss any concerns they may have. At the end of the school year, parents will again schedule a virtual formal parent conference to meet all staff that work directly with each student. The goal of the meeting is to discuss the overall progress of the student over the school year and to discuss recommendations and plans for the summer and upcoming school year. (Again, if the student is publicly funded and the IEP takes place about this time, the IEP and progress reviewing conference will be combined.) Written communication continues to be provided on an ongoing basis. In all classes, parents receive a Friday report each week, providing a quick overview of how the student is doing with homework, classwork and behavior. In the middle and secondary classes, progress grade reports will continue to be sent home at the 9 week mark and final grade reports are sent home at the end of each 18 week semester. These report cards differ from the progress notes on cycles / IEP goals in that they reflect progress in the curriculum, completion of classroom and homework assignments, class participation, projects, quizzes, and tests. Parents also receive 2 – 4 progress reports addressing IEP goals each school year. Parents may also be contacted via telephone or e-mail as needed. Additionally, parents may request additional virtual meetings with staff to discuss specific questions or concerns.

State Priority: Pupil Engagement

The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; and

High school graduation rates

of 18

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

Indicator School 2016–2017

School 2017–2018

School 2018–2019




State 2016–2017

State 2017–2018

State 2018–2019

Dropout Rate 0% 8% 0% N/A N/A N/A 9.7% 9.1% 9.6% Graduation Rate

100% 92% 100% N/A N/A N/A 83.8% 82.7% 83%

State Priority: School Climate

The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;

Pupil expulsion rates; and

Other local measures on the sense of safety

Suspensions and Expulsions (data collected between July through June, each full school year respectively)

Rate School 2017–2018

School 2018–2019



State 2017–2018

State 2018–2019

Suspensions 3 3 N/A N/A N/A N/A Expulsions 1 1 N/A N/A N/A N/A

Suspensions and Expulsions for School Year 2019–2020 Only (data collected between July through February, partial school year due to the COVID-19 pandemic)

Rate School 2019–2020


State 2019–2020

Suspensions 2 N/A N/A Expulsions 0 N/A N/A

Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.

School Safety Plan (School Year 2020–2021)

The School’s Safety Plan is reviewed annually each summer by the management team and then again each fall by the entire staff. Specific trainings to teach staff how to deal with active shooters, blood borne pathogens, earthquake evacuations, and medications such as Diastat and epi-pens are held each year during orientation week and as needed throughout the year.

Procedures for emergencies (including fire, earthquake, hazardous spills, intruders, and lock down situations) are outlined within the Safety Plan. School wide fire drills are conducted monthly and earthquake simulations are held twice each year. The procedures for lock down drills are reviewed annually with staff and students. A

of 18

three level code is in place for lock down drills. That code is posted in each classroom, office, and in Gates Hall. Staff members are assigned to specific roles for emergencies. All classrooms contain emergency backpacks with first aid supplies. Additional emergency supplies, search-and-rescue equipment, and first aid supplies to support students and staff for 3 days in case of an earthquake or other evacuation are contained in a shed located in the yard. In addition, kits containing protective gear to be worn when cleaning up bodily fluids that might contain bloodborne pathogens are located throughout the Center. Additional first aid kits are located in the School office, in Gates Hall, and in the hallways. Walkie talkies and emergency medications are also located in the front office; evacuation plans account for re-location of this equipment to the gated area of the yard. Physical Education staff carries first aid kits and cell phones when they hold PE classes off campus at Victory Park (across the street from the school.) Staff also carries emergency cards, cell phones, and first aid kits when participating in field trips. Parents complete emergency information cards and contact information forms annually as part of the re-enrollment paperwork. Field trip permission forms are completed and signed by parents / guardians prior to any activity. Beginning this year, our Safety Plan also includes precautions to be taken to support the health and safety of our students and staff given COVID-19. This includes reducing the furniture in classrooms to ensure social distancing, routines and procedures for hand washing, mask wearing, symptom screening, and surface cleaning, and the expectation of regular COVID-19 testing for staff and students. Our COVID-19 safety plan and protocols have been approved by the Pasadena Public Health Department and are also on file with the California Department of Education. Copies will be made available upon request.

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.

Average Class Size and Class Size Distribution (Elementary) (School Year 2017–2018)

Grade Level

Average Class Size

Number of Classes*

1-20

Number of Classes*

21-32

Number of Classes*

33+

K

1 2

3

4 5

6 Other** 10.5 2 0 0

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

** “Other” category is for multi-grade level classes.

of 18


Grade Level

Average Class Size

Number of Classes*

1-20

Number of Classes*

21-32

Number of Classes*

33+

K

1 2

3 4

5

6 Other** 7.5 4 0 0



of 18


Grade Level

Average Class Size

Number of Classes*

1-20

Number of Classes*

21-32

Number of Classes*

33+

K 1

2 3

4

5 6

Other** 8 3 0 0



Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)

Subject Average

Class Size

Number of Classes*

1-22

Number of Classes*

23-32

Number of Classes*

33+

English Language Arts 10.5 6 0 0 Mathematics 9.7 7 0 0

Science 10.6 3 0 0

Social Science 10.6 5 0 0

*Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Subject Average

Class Size

Number of Classes*

1-22

Number of Classes*

23-32

Number of Classes*

33+


Science 10.6 3 0 0

Social Science 11 5 0 0


of 18


Subject Average

Class Size

Number of Classes*

1-22

Number of Classes*

23-32

Number of Classes*

33+


Science 13.3 3 0 0 Social Science 10.6 5 0 0


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio

Pupils to Academic Counselor* 35

*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.

Student Support Services Staff (School Year 2019–2020)

Title Number of FTE*

Assigned to School

Counselor (Academic, Social/Behavioral or Career Development) 5

Library Media Teacher (Librarian) .75 Library Media Services Staff (Paraprofessional) 0

Psychologist 2.8 Social Worker 2

Nurse 0 Speech/Language/Hearing Specialist 2.2

Resource Specialist (non-teaching) 0

Other 0

*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 2018–2019)

Any questions regarding school finances may be directed to Giovanni Delgado, Director of Finance and Operations.

Types of Services Funded (Fiscal Year 2019–2020)

In addition to the basic program, the Clinical Staff (DIS providers) work with classroom staff to support and supplement classroom instruction. These services are recommended if students require them to access the program and are funded privately or through the IEP process.

Educational Therapy - Intensive individualized instruction in a specific area (i.e., reading, writing, and math). Students who cannot be served in a small group or require an intervention best delivered in a 1:1 setting may benefit from educational therapy. Educational therapists explicitly talk with students about their goals, strengths, and weaknesses.

of 18

Speech and Language – Therapists work in 1:1 or small group settings with students who struggle with language comprehension or production; they provide intervention strategies and services to support both academic and social language needs. Therapists emphasize self-awareness of communication skills and provide language tools so students can be proactive and self-advocate.

Counseling - Assists students struggling with social, emotional, or behavioral issues that impact their ability to access the school program.

Assistive Technology – The AT Specialist works with students and staff to assess the viability of AT as a compensatory tool for individual students. She determines what technology, if any, might be appropriate and provides training to the student and classroom staff.

of 18

Teacher and Administrative Salaries (Fiscal Year 2018–2019) Any questions regarding school finances may be directed to Giovanni Delgado, Director of Finance and Operations.

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.

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

of 18

Advanced Placement (AP) Courses (School Year 2019–2020)

Percent of Students in AP Courses: 0%

Subject Number of AP Courses Offered*

Computer Science 0 English 0

Fine and Performing Arts 0 Foreign Language 0

Mathematics 0

Science 0 Social Science 0

Total AP Courses Offered* 0

*Where there are student course enrollments of at least one student.

Professional Development

Measure 2018–2019

2019–2020 2020–2021

Number of school days dedicated to Staff Development and Continuous Improvement

7 7 7

Professional development is an important component of the Frostig School program, fostered through both formal and informal training opportunities. Staff and administration identify topics, with training provided by experts in each area (supported through categorical or grant funds) or Frostig staff. Each year, the Frostig staff participates in six days of professional development with new staff receiving one additional day for orientation to our school and their new job.

During the summer of 2019, the staff reviewed the results of the assessment data collected at the beginning and end of the previous year. This analysis also included an evaluation of instructional minutes, instructional strategies being used, and the amount of small group instruction that was being provided to students. This analysis and evaluation led us to several conclusions:

We need some additional information to evaluate our program’s effectiveness for specific racial and ethnic groups as well as for students with specific disabilities.

Math continues to be an area needing professional development.

The Wilson Reading System is no longer needed for a group of high school students but can be targeted at specific, individual students who still need the support.

We need to identify new science and history curriculum.

As a result of this analysis and evaluation, the principal and staff agreed to focus on reading instruction and intervention for our focus for professional development during the 2019-2020 school year. To do that, we set the following goals:

Continue to refine the implementation of Lindamood Bell Visualizing and Verbalizing strategies for high school and middle school.

Determine the best way to track student progress with the ability to disaggregate data by race, ethnicity, and eligibility.

Select and implement new science and history curriculum to keep us in compliance with the CA Department of Education.

Evaluate the ways in which we use our teaching assistants to maximize the learning opportunities for our students.

of 18

Opportunities for professional development include Thursday Team Meetings, Orientation Week (4 days held prior to the first day of school), and two Pupil Free Days during the year.. In addition, staff members are provided opportunities to attend professional conferences and workshops which include Lindamood Bell training, Wilson Reading System, Orton Gillingham, and the International Dyslexia Association conference. In addition, the Frostig staff participated in professional development to renew their certification in first aid, CPR, and in Crisis Prevention Intervention (CPI) as required by the California Department of Education. Specific training in suicide prevention was also provided by our staff and a protocol for responding to students who express suicidal ideations or are self-harming was developed and put in place.

For Frostig School

Documents

Transcript of For Frostig School