Executive Summary School Accountability Report Card Special Education Program Reported for School Year

Transcription

1 Executive Summary School Accountability Report Card Program Reported for School Year Published During School Year Address: 11 Twin Dolphin Dr., Redwood City, CA 9465 Phone: Senior Administrator: Theresa Anderberg 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. Most data presented in this report are reported for the school year. School finances and school completion data are reported for the school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the school year. For additional information about the school, parents and community members should review the entire SARC or contact the Program Administrator at the San Mateo County Office of Education. About This School The San Mateo County Office of Education is committed to ensuring and improving the quality of learning for all students in San Mateo County by providing exemplary leadership and innovative, effective programs and services which enable local districts and the County Office to educate students to realize their potential. The County Office operates special education programs as a member of the countywide Special Education Local Plan Area (SELPA). San Mateo County Office of Education programs serve students with intensive educational needs who have been referred by their local school districts. Our mission is to deliver high quality special education services, primarily within the context of general education settings and in alignment with general education content standards, which allow each individual with disabilities to achieve at a level commensurate with his/her ability and potential.

2 Page 2 of 19 The SMCOE supports the right of all students with disabilities to a free and appropriate education (FAPE) in the least restrictive environment. The SMCOE offers the following services: special day classes, speech and language services, services for the visually impaired, orientation and mobility services, inclusion support, assistive technology, adapted physical education, services for the hearing impaired, vocational training, and a workability program. The SMCOE has developed innovative options for students in the preschool program and expanded services for young children with autism. Infants with low-incidence disabilities are also served through in-home and school-based activities. The most critical challenge facing special education continues to be the under-funding of the mandated services. The increase in certain disabilities, such as autism and emotional handicaps, has created the need to expand services in these areas in recent years. Student Enrollment Group Enrollment Number of students 249 Black or African American 2.8% American Indian or Alaska Native % Asian 12.4% Filipino 18.9% Hispanic or Latino 37.8% Native Hawaiian or Pacific Islander 4% White 22.9% Two or More Races 1.2% Socioeconomically Disadvantaged 21.3% English Learners 18.9% Students with Disabilities 1% *K-12 Program only. Teachers Indicator Teachers Teachers with full credential 34 Teachers without full 1 credential Teachers Teaching Outside Subject Area of Competence Misassignments of Teachers of English Learners Total Teacher Misassignments Student Performance Students Proficient Subject and Above on STAR 1 Program Results English-Language Arts 43% Mathematics 36% Science * History-Social Science * *Data set too small for statistical significance. Academic Progress 2 Indicator 211 Growth API Score (from 211 Growth API Report) Statewide Rank (from 21 Base API Report) Met All 211 AYP Requirements Program Improvement Status (PI Year) Result 662 C No Not in PI 1 Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment. 2 The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. 2

3 Page 3 of 19 School Facilities Summary of Most Recent Site Inspection Special day classes operated by the San Mateo County Office of Education are located in more than 23 integrated sites on campuses owned and maintained by the 23 school districts in the County. In addition some classes are operated on two non-integrated sites to meet the needs of students. These two sites are owned and maintained by the San Mateo County Office of Education. An inspection conducted in the school year found that the sites were compliant in the areas identified in the list below. This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. Item Inspected Gas Leaks Mechanical Systems Facility in Good Repair Yes No Repair Needed and Action Taken or Planned Windows/Doors/Gates (interior and exterior) Interior Surfaces (walls, floors, and ceilings) Hazardous Materials (interior and exterior) Structural Damage Fire Safety Electrical (interior and exterior) Pest/Vermin Infestation Drinking Fountains (inside and outside) Restrooms Sewer Playground/School Grounds Other upgrade the fire suppression system Corrective Actions Taken or Planned Plans are in process to upgrade the outdated fire suppression system. 3

4 Page 4 of 19 Curriculum and Instructional Materials Pupils Who Lack Core Curriculum Area 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) % School Finances Expenditures Per Pupil Level (Unrestricted Sources Only) School Site $78,372 State $5,537 School Completion Postsecondary Preparation Indicator Result Graduation Rate (if applicable) * *Beginning in 28-9, dropout rates and graduation rates were not generated for Countyrun schools. Measure Percent Pupils Who Completed a Career Technical Education Program and * Earned a High School Diploma Graduates Who Completed All Courses Required for University of * California or California State University Admission *Beginning in 28-9, graduation rates and course requirements were not generated for County-run schools. 4

5 School Accountability Report Card Program Reported for School Year Published During School Year Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For additional information about the school, parents and community members should contact the Program Administrator at the San Mateo County Office of Education. I. Data and Access Ed-Data Partnership Website Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California s public kindergarten through grade twelve school districts and schools. DataQuest DataQuest is an online data tool located on the CDE DataQuest webpage at that contains additional information about this program and comparisons of the program 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. 1

6 II. About This Program Contact Information (School Year ) This section provides the program s contact information. PROGRAM DISTRICT Program Name San Mateo County Special Education CDS Code: District Name San Mateo County Office of Education Street 11 Twin Dolphin Drive Phone Number City, State, Zip Redwood City, CA Web Site Phone Number Superintendent Anne E. Campbell acampbell@smcoe.org Senior Administrator Theresa Anderberg tanderberg@smcoe.org Associate Superintendent Dr. Joan Rosas jrosas@smcoe.org 2

7 School Description and Mission Statement (School Year ) The San Mateo County Office of Education is committed to ensuring and improving the quality of learning for all students in San Mateo County by providing exemplary leadership and innovative, effective programs and services which enable local districts and the County Office to educate students to realize their potential. The County Office operates special education programs as a member of the countywide Special Education Local Plan Area (SELPA). San Mateo County Office of Education programs serve students with intensive educational needs who have been referred by their local school districts. Our mission is to deliver high quality special education services, primarily within the context of general education settings and in alignment with general education content standards, which allow each individual with disabilities to achieve at a level commensurate with his/her ability and potential. The SMCOE supports the right of all students with disabilities to a free and appropriate education (FAPE) in the least restrictive environment. The SMCOE offers the following services: special day classes, speech and language services, services for the visually impaired, orientation and mobility services, inclusion support, assistive technology, adapted physical education, services for the hearing impaired, vocational training, and a workability program. The SMCOE has developed innovative options for students in the preschool program and expanded services for young children with autism. Infants with low-incidence disabilities are also served through in-home and school-based activities. The most critical challenge facing special education continues to be the under-funding of the mandated services. The increase in certain disabilities, such as autism and emotional handicaps, has created the need to expand services in these areas in recent years. Opportunities for Parental Involvement (School Year ) The County Office recognizes the responsibility of the school to involve the parent in all aspects of the special education process as legally required. The procedures for timely notification, parental input and support are set in the legally mandated process from the beginning referral to the implementation of the Individualized Educational Program (IEP). Teachers and managers are vigilant in efforts to seek parent input and keep parents informed. The following opportunities are available: Community Advisory Committee Parent-Teacher Conferences Individualized Educational Program Meetings Back to School and Open House events Transition Planning Meetings sponsored by SELPA and Vocational Education Specialists Parent tours of potential school sites Quarterly reporting of benchmarks Parent Education Nights 3

8 Student Enrollment by Grade Level (School Year ) This table displays the number of students enrolled in each grade level in the program. Program Number of Students Infant Program 43 Preschool Program 28 K-12 Program 249 Total 32 Student Enrollment by Subgroup (School Year ) Group Percent of Total Enrollment Black or African American 2.8% American Indian or Alaska Native % Asian 12.4% Filipino 18.9% Hispanic or Latino 37.8% Native Hawaiian or Pacific Islander 4% White 22.9% Two or More Races 1.2% Socioeconomically Disadvantaged 21.3% English Learners 18.9% Students with Disabilities 1% Average Class Size and Class Size Distribution (Elementary) Class size is determined by the needs of the students in each classroom. The San Mateo Special Education Local Plan Area (SELPA) determines program guidelines by disability group. III. School Climate School Safety Plan (School Year ) A comprehensive school safety plan was adopted in 2 and is reviewed on a regular schedule by a Safety Committee which meets two times per year. The elements of the plan include disaster response, supervision and expulsion policies, sexual harassment, safe and orderly entry and departure, rules and procedures on school discipline and crime reporting. In addition, most classes offered by the SMCOE are housed on district school sites throughout the county. These classes are included in the safety planning at the district site and the plan is reviewed with staff. 4

9 Suspensions and Expulsions This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the program and district levels for the most recent three-year period. Rate* School School School District District District Suspensions 33.33% 4% 1% 4.4% 12.5% 18% Expulsions % % % % % % * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. IV. School Facilities School Facility Conditions and Planned Improvements (School Year ) Special day classes operated by the San Mateo County Office of Education are located in more than 23 integrated sites on campuses owned and maintained by the 23 school districts in the County. In addition some classes are operated on two non-integrated sites to meet the needs of students. These two sites are owned and maintained by the San Mateo County Office of Education. An inspection conducted in the school year found that the sites were compliant in the areas identified in the list below. Plans are in process to upgrade the outdated fire suppression system. School Facility Good Repair Status (School Year ) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating Repair Status Exemplary Good Fair Poor Repair Needed and Action Taken or Planned upgrade the fire suppression system 5

10 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 Teachers School School School District With Full Credential Without Full Credential 1 Teaching Outside Subject Area of Competence (with full credential) 7 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 Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions 1 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. Core Academic Classes Taught by Highly Qualified Teachers (School Year ) The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School % % All Schools in District 74.4% 25.6% High-Poverty Schools in District 83.8% 16.3% Low-Poverty Schools in District 64.5% 35.5% Note: High-poverty schools are defined as those schools with student eligibility of approximately 4 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. 6

11 VI. Support Staff Academic Counselors and Other Support Staff (School Year ) 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 5 percent of full time. Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor N/A Counselor (Social/Behavioral or Career N/A Development) Library Media Teacher (librarian) N/A Library Media Services Staff N/A (paraprofessional) Psychologist 2.6 N/A Social Worker N/A Nurse 3.1 N/A Speech/Language/Hearing Specialist N/A Resource Specialist (non-teaching) N/A Other 1. N/A * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 5 percent of full-time. 7

12 VII. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: September 213 Core Curriculum Area Reading/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12) Quality, Currency, and Availability of Textbooks and Instructional Materials core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. Percent of Pupils Who Lack Their Own Assigned Textbooks and/or Instructional Materials Most Recent SBE or Local Governing Agency Approved Textbooks and Instructional Materials core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. core subjects are available per student IEP. 8

13 VIII. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/ Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary Program $81,414 $3,41 $78,372 $79,994 Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: Types of Services Funded (Fiscal Year ) The Early Childhood Program serves children, birth to five years of age who have intensive special needs in the following areas: Communication Social/emotional development Cognitive development Physical development Gross and fine motor development Hearing Vision Self-help skills The Services Program provides services for students who have intensive needs in the following areas: Communication Social/emotional development Cognitive development Physical development Gross and fine motor development Hearing Vision Self-help skills In addition, the Services Program provides the range of educational experiences and services necessary to enable students to maximize their skills as they transition to adulthood, optimizing integration into the community, school placements and the world of work. These experiences include: Academic training/functional applications Social/behavioral training Self-help training 9

14 Psychomotor development Communication training Prevocational/vocational training Leisure skills training Community related curriculum A continuum of services for students with autism for students ages 5 through 22 has been developed and is being provided. Teacher and Administrative Salaries (Fiscal Year ) County Office of Education programs are not required to report this data as the California Department of Education does not collect comparative data. I. Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and historysocial science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade 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. California Alternate Performance Assessment (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 assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at 1

15 Standardized Testing and Reporting Results for All Students Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Subject (meeting or exceeding the state standards) School District State English- Language Arts Mathematics Science * * * History- Social Science * * * 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 by Student Group Most Recent Year 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 5 34 Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services 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. 11

16 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 to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Website at California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced Subject School District State English- Language Arts * * * Mathematics * * * Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California High School Exit Examination Grade Ten Results by Student Group Most Recent Year (if applicable) Group English-Language Arts Not Proficient Advanced Proficient Mathematics Not Proficient Advanced Proficient 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 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. 12

17 California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT Web page at Grade Level Four of Six Standards Percent of Students Meeting Fitness Standards Five of Six Standards Six of Six Standards * * * * * 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.. 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 2 to 1,, with a statewide target of 8. For detailed information about the API, see the CDE API Web page at 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 1. 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 1 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 1 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 1 similar schools, while a similar schools rank of 1 means that the school s academic performance is better than at least 9 of the 1 similar schools. API Rank Statewide C* C* C* Similar Schools C C C Note: A designation of C is given to special education programs, and is not a ranking due to uniqueness of the student population. *Means API is calculated for small school and small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar school ranks are not calculated for small schools. 13

18 Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School 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 * * * *Data set too small for statistical significance. Academic Performance Index Growth by Student Group 213 Growth API Comparison This table displays, by student group, the number of students included in the API and the 213 Growth API at the school, LEA, and state level. Group Number of Students School Number of Students All Students at the School Black or African American 4 8 American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander 7 White Two or More Races 1 Socioeconomically Disadvantaged English Learners Students with Disabilities LEA

19 Adequate Yearly Progress The federal ESEA 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) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall * No Met Participation Rate - English-Language Arts * Yes Met Participation Rate - Mathematics * Yes Met Percent Proficient - English-Language Arts * Yes Met Percent Proficient - Mathematics * Yes Met API Criteria * Yes Met Graduation Rate ** ** *Data set too small for statistical significance. **Beginning in 28-9, graduation rates were not generated for County-run schools. Federal Intervention Program (School Year ) 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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 5% 15

20 I. School Completion and Postsecondary Preparation Admission Requirements for California s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at (Outside source) California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at (Outside source) Dropout Rate and Graduation Rate Indicator 29 1 School District State Dropout Rate (1-year) * * * * * * Graduation Rate * * * * * * *Beginning in 28-9, dropout rates and graduation rates were not generated for County-run schools. Note: The 29-1 graduation data are calculated using the 4-year cohort graduation rate. The new cohort rate should not be compared to the 27-8 and 28-9 NCES graduation rates. Completion of High School Graduation Requirements The students served by the San Mateo County Office of Education are referred from the local school districts. The district of residence sets graduation requirements. 16

21 Career Technical Education Programs (School Year ) This section provides information about the Career Technical Education (CTE) programs and lists programs offered by the school district that are aligned to the model curriculum standards. The list should identify courses conducted by regional occupational centers or programs and those conducted directly by the school district. This section provides a listing of the primary representative of the career technical advisory committee of the school district and industries represented. This section is not applicable for San Mateo County Office of Education Program. Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE Percent of pupils completing a CTE program and earning a high school diploma Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Advanced Placement Courses (School Year ) Subject Number of Percent of Students AP Courses Offered* In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All courses Note: Cells shaded in black do not require data. *Where there are student course enrollments. 17

22 II. 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. Teachers participate in monthly professional staff meetings where primary areas of focus are identified and strategies for training are planned. Teachers work collaboratively with their classified staff team and schedule weekly trainings on issues specific to their particular age and ability groups. Support staff assist teachers in the training and support of their class teams. Teachers are given opportunities to attend conferences specific to their class and return to share pertinent information with peers. Teachers who qualify are provided BTSA support (Beginning Teacher Support & Assessment) and work with a teacher within their program. Using student achievement data, primary areas of focus identified have been Positive Behavior Intervention strategies, working with students with autism, reading strategies, vocational training and transition. The teacher Leadership Team facilitates professional development planning and specific training sessions. 18