Kings County Special Education School Accountability Report Card Reported Using Data from the 2017 18 School Year California Department of Education 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 https://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF web page 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). 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. Rebecca Jensen, Program Director Principal, Kings County Special Education About Our School About Our School Being new to Shelly Baird School I am excited about all of the wonderful things that are already in place for the students that we serve who come from all around Kings County. Our student population has grown over the last few years and we are working diligently with the districts in Kings County to find ways to continue to meet the unique, individual needs of each student who attends Shelly Baird School. Our staff are devoted to addressing each student s needs and holding kids to high expectations in order to obtain the best outcomes for each child. The staff and I look forward to working with all Shelly Baird Students to achieve success and maximum independence. -Rebecca Jensen, Kings County Special Education Director Contact Kings County Special Education 959 Katie Hammond Ln. Hanford, CA 93230-4334 Phone: 559-589-7097 E-mail: rebecca.jensen@kingscoe.org
About This School Contact Information (School Year 2018 19) District Contact Information (School Year 2018 19) School Contact Information (School Year 2018 19) District Name Kings County Office of Education School Name Kings County Special Education Phone Number (559) 584-1441 Street 959 Katie Hammond Ln. Superintendent Todd Barlow City, State, Zip Hanford, Ca, 93230-4334 E-mail Address todd.barlow@kingscoe.org Phone Number 559-589-7097 Web Site http://www.kings.k12.ca.us Principal Rebecca Jensen, Program Director E-mail Address rebecca.jensen@kingscoe.org Web Site http://www.kings.k12.ca.us County-District-School (CDS) Code 16101656069298 School Description and Mission Statement (School Year 2018 19) Mission SB school provides a quality educational program to help our students soar towards independence and reaching their maximum potential. Vision SB school will excel at providing a high quality nurturing learning environment where staff, parents, and the community are inspired to collaborate in an innovative fashion to meet the unique challenges of moderate and severe disabilities and work collaboratively to support and serve our students so they can achieve success and maximum independence. Goals 1. The students at Shelly Baird School will be provided with unique learning opportunities to help that attain the highest level of independence possible as measured by their progress towards individualized IEP goals and educational benefit annually and over time as determined by progress reports and each annual and triennial IEP team meeting. 2. Shelly Baird students will be exposed to the appropriate California grade level standards each year via a research based comprehensive curriculum and specific supplementary support programs delivered in a variety of manners including exposure to technology commensurate with same age peers in general education programs as documented in their student portfolios and IEP team meetings. 3. Shelly Baird students will be provided with the maximum opportunity appropriate for each individual to integrate with and/or be exposed to their same age peers as measured by the IEP team, integration request forms, and teacher documentation in portfolios of specific participation activities. Page 2 of 19
Student Enrollment by Level (School Year 2017 18) Level Number of Students Kindergarten 28 1 24 2 19 3 19 4 24 5 22 6 18 7 10 8 13 9 28 10 21 11 25 12 21 Ungraded Secondary 36 Total Enrollment 308 40 35 30 25 20 15 10 5 0 Kindergarten 1 2 3 4 5 6 7 8 9 10 11 Ungraded 12 Secondary Student Enrollment by Student Group (School Year 2017 18) Student Group Percent of Total Enrollment Black or African American 6.2 % American Indian or Alaska Native 2.6 % Asian % Filipino 3.6 % Hispanic or Latino 63.0 % Native Hawaiian or Pacific Islander 0.6 % White 22.4 % Two or More Races 1.6 % Other 0.0 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 59.4 % English Learners 18.5 % Students with Disabilities 100.0 % Foster Youth 1.0 % Page 3 of 19
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 2016 17 School 2017 18 School 2018 19 District 2018 19 With Full Credential 24 27 24 27 Without Full Credential 3 2 8 9 30 25 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0 20 15 10 5 0 0.0 1.0 2.0 Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners 2016 17 2017 18 2018 19 0 0 0 1.0 Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Total Teacher Misassignments* 0 0 0 0.5 Vacant Teacher Positions 0 0 0 0.0-0.5-1.0 2016 17 2017 18 2018 19 Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Page 4 of 19
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018 19) Year and month in which the data were collected: October 2018 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Instructional Materials (School Year 2017-18) Kings County Office of Education determined that all schools had sufficient and good quality textbooks and instructional materials pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned instructional materials in core subjects for use in the classroom and to take home. Based upon Individuals with Disabilities Education Act (IDEA), instructional programs for all students served are developed upon the needs of the student. When appropriate, students are instructed with state-adopted textbooks. For those who participate in a functional skills curriculum, specialized research based instructional materials are warranted. Supplemental materials are currently being used to ensure adequate exposure to the California Common Core Standards. The N2Y (ELA Math science ss) - severe handicapped, Unique Curriculum is used to provide, assess, and guide standards based instruction in English Language Arts and mathematics. In addition to this core, supplemental resources are provided such as Let s Go Learn (ELA/Math - ED elementary) and APEX (Middle and High School ED students - required A-G courses), EBLI supports (elementary and middle ED ELA), and various other instructional materials and supports. Textbooks Positive Prevention Plus (health - curriculum) Special education students s Kindergarten - Twelfth with an IEP have several specific curriculum to support their unique and individual needs: Core Instruction - Unique, published by Unique Learning Systems Additional Support - Symbol Styx and New 2 You, both published by Unique Learning Systems For students s Sixth - Twelfth who have the potential to earn a high school diploma, APEX courses are available to earn credits. No 0.0 % Mathematics Instructional Materials (School Year 2017-18) Kings County Office of Education determined that all schools had sufficient and good quality textbooks and instructional materials pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned instructional materials in core subjects for use in the classroom and to take home. Based upon Individuals with Disabilities Education Act (IDEA), instructional programs for all students served are developed upon the needs of the student. When appropriate, students are instructed with state-adopted textbooks. For those who participate in a functional skills curriculum, specialized research based instructional materials are warranted. Supplemental materials are currently being used to ensure adequate exposure to the California Common Core Standards. The N2Y (ELA Math science ss) - severe handicapped, Unique Curriculum is used to provide, assess, and guide standards based instruction in english language arts and mathematics. In addition to this core, supplemental resources are provided such as Let s Go Learn (ELA/Math - ED elementary) and APEX (Middle and High School ED students - required A-G courses), EBLI supports (elementary and middle ED ELA), and various other instructional materials and supports. Textbooks Positive Prevention Plus (health - curriculum) Special education students s Kindergarten - Twelfth with an IEP have several specific curriculum to support their unique and individual needs: Core Instruction - Unique, published by Unique Learning Systems Additional Support - Symbol Styx and New 2 You, both published by Unique Learning Systems For students s Sixth - Twelfth who have the potential to earn a high school diploma, APEX courses are available to earn credits. No 0.0 % Science Instructional Materials (School Year 2017-18) Kings County Office of Education determined that all schools had sufficient and good quality textbooks and instructional materials pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned instructional materials in core subjects for use in the classroom and to take home. Based upon Individuals with Disabilities Education Act (IDEA), instructional programs for all students served are developed upon the needs of the student. When appropriate, students are instructed with state-adopted textbooks. For those who participate in a functional skills curriculum, specialized research based instructional materials are warranted. Supplemental materials are currently being used to ensure adequate exposure to the California Common Core Standards. Special education students s Kindergarten - Twelfth with an IEP have several specific curriculum to support their unique and individual needs: Core Instruction - Unique, published by Unique Learning Systems Additional Support - Symbol Styx and New 2 You, both published by Unique Learning Systems For students s Sixth - Twelfth who have the potential to earn a high school diploma, APEX courses are available to earn credits. No 0.0 % Page 5 of 19
History-Social Science Instructional Materials (School Year 2017-18) Kings County Office of Education determined that all schools had sufficient and good quality textbooks and instructional materials pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned instructional materials in core subjects for use in the classroom and to take home. Based upon Individuals with Disabilities Education Act (IDEA), instructional programs for all students served are developed upon the needs of the student. When appropriate, students are instructed with state-adopted textbooks. For those who participate in a functional skills curriculum, specialized research based instructional materials are warranted. Supplemental materials are currently being used to ensure adequate exposure to the California Common Core Standards. Special education students s Kindergarten - Twelfth with an IEP have several specific curriculum to support their unique and individual needs: No 0.0 % Core Instruction - Unique, published by Unique Learning Systems Additional Support - Symbol Styx and New 2 You, both published by Unique Learning Systems For students s Sixth - Twelfth who have the potential to earn a high school diploma, APEX courses are available to earn credits. Foreign Language For students s Sixth - Twelfth who have the potential to earn a high school diploma, APEX courses are available to earn credits. No 0.0 % Health Instructional Materials (School Year 2017-18) Kings County Office of Education determined that all schools had sufficient and good quality textbooks and instructional materials pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned instructional materials in core subjects for use in the classroom and to take home. Based upon Individuals with Disabilities Education Act (IDEA), instructional programs for all students served are developed upon the needs of the student. When appropriate, students are instructed with state-adopted textbooks. For those who participate in a functional skills curriculum, specialized research based instructional materials are warranted. Supplemental materials are currently being used to ensure adequate exposure to the California Common Core Standards. Special education students s Kindergarten - Twelfth with an IEP have several specific curriculum to support their unique and individual needs: Core Instruction - Unique, published by Unique Learning Systems Additional Support - Symbol Styx and New 2 You, both published by Unique Learning Systems For students s Sixth - Twelfth who have the potential to earn a high school diploma, APEX courses are available to earn credits. No 0.0 % Visual and Performing Arts For students s Sixth - Twelfth who have the potential to earn a high school diploma, APEX courses are available to earn credits. No 0.0 % Science Lab Eqpmt (s 9-12) Note: Cells with N/A values do not require data. N/A N/A 0.0 % Page 6 of 19
School Facility Conditions and Planned Improvements School Facilities: The special education program is housed at the Shelly Baird main campus and sixteen satellite classrooms located throughout the county. Shelly Baird School s main campus is over thirty years old. It is comprised of fourteen classrooms, a multipurpose room, and administration offices. An improvement project was completed in the 2016-2017 school year that resulted in improved security with changes to the main campus entrance area. The district takes great efforts to ensure the school, all classrooms, bathrooms, and other facilities are clean, safe, and functional. To assist in this effort, the County Office uses a facility survey instrument developed by the State of California Office of Public School Construction, the FIT or Facilities Inspection Tool. School Facility Good Repair Status Year and month of the most recent FIT report: June 2018 System Inspected Rating Repair Needed and Action Taken or Planned 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 Good Fair Good Good Good Good Good Good Overall Facility Rate Year and month of the most recent FIT report: June 2018 Overall Rating Good Page 7 of 19
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 s Three through Eight and Eleven Percentage of Students Meeting or Exceeding the State Standard Subject School 2016 17 School 2017 18 District 2016 17 District 2017 18 State 2016 17 State 2017 18 English Language Arts / Literacy (grades 3-8 and 11) 5.0% 5.0% 5.0% 11.0% 48.0% 50.0% Mathematics (grades 3-8 and 11) 3.0% 5.0% 2.0% 3.0% 37.0% 38.0% 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. Page 8 of 19
CAASPP Test Results in ELA by Student Group s Three through Eight and Eleven (School Year 2017 18) CAASPP Assessment Results English Language Arts (ELA) Disaggregated by Student Groups, s Three Through Eight and Eleven Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 28 22 78.57% 4.76% Male 17 14 82.35% 7.14% Female 11 -- 72.73% Black or African American -- -- -- American Indian or Alaska Native -- -- -- Asian Filipino Hispanic or Latino -- -- -- Native Hawaiian or Pacific Islander White 13 -- 76.92% -- Two or More Races -- -- -- Socioeconomically Disadvantaged 21 16 76.19% English Learners -- -- -- Students with Disabilities 28 22 78.57% 4.76% Students Receiving Migrant Education Services Foster Youth -- -- -- Note: 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 (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: 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. Note: 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. Page 9 of 19
CAASPP Test Results in Mathematics by Student Group s Three through Eight and Eleven (School Year 2017 18) CAASPP Test Results in Mathematics Disaggregated by Student Group, s Three Through Eight and Eleven Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 35 21 60.00% 4.76% Male 22 14 63.64% 7.14% Female 13 -- 53.85% Black or African American -- -- -- American Indian or Alaska Native -- -- -- Asian Filipino Hispanic or Latino 15 -- 60.00% Native Hawaiian or Pacific Islander White 14 -- 71.43% -- Two or More Races -- -- -- Socioeconomically Disadvantaged 27 15 55.56% English Learners -- -- -- Students with Disabilities 35 21 60.00% 4.76% Students Receiving Migrant Education Services Foster Youth -- -- -- Note: 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. Note: 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. Note: 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. Career Technical Education (CTE) Programs (School Year 2017 18) Shelly Baird School does not offer CTE courses, but students may co-enroll in other programs within the county. In the 2017-18 school year, no students at the school participated in CTE programs. Page 10 of 19
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 2017 18) Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards 5 7.7% 7.7% 0.0% 7 0.0% 0.0% 10.0% 9 0.0% 0.0% 0.0% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 11 of 19
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 2018 19) Kings County Office of Education seeks parent input to make decisions for the school district and each school site. Parents are the most important member of every student s individual education plan (IEP) team. Their input is incorporated into the development of the IEP document. Parents are encouraged to communicate regularly with their children s teachers, with most classrooms implementing the use of a weekly or daily journal between home and school. Parents are encouraged to participate in the education of their children. At every IEP meeting, parents are given information about the Kings County Community Advisory Committee (CAC), which is a local committee composed of parents and educators who are involved with special education. Page 12 of 19
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 Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator School 2014 15 School 2015 16 District 2014 15 District 2015 16 State 2014 15 State 2015 16 Dropout Rate 22.2% 28.6% 60.0% 62.9% 10.7% 9.7% Graduation Rate 22.2% 0.0% 21.3% 12.9% 82.3% 83.8% Indicator School 2016 17 District 2016 17 State 2016 17 Dropout Rate 9.5% 36.6% 9.1% Graduation Rate 9.5% 33.8% 82.7% Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 30 Dropout Rate Graduation Rate 25 20 15 10 5 0 2014 15 2015 16 2016 17 For the formula to calculate the 2016 17 adjusted cohort graduation rate, see the 2017 18 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/. Page 13 of 19
Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate) Student Group School District State All Students 9.5% 44.8% 88.7% Black or African American 50.0% 75.0% 82.2% American Indian or Alaska Native 0.0% 33.3% 82.8% Asian 0.0% 0.0% 94.9% Filipino 0.0% 50.0% 93.5% Hispanic or Latino 0.0% 44.4% 86.5% Native Hawaiian or Pacific Islander 0.0% 0.0% 88.6% White 20.0% 36.4% 92.1% Two or More Races 0.0% 50.0% 91.2% Socioeconomically Disadvantaged 6.7% 41.0% 88.6% English Learners 0.0% 38.5% 56.7% Students with Disabilities 9.5% 29.0% 67.1% Foster Youth 0.0% 66.7% 74.1% Page 14 of 19
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 School School School District District District State State State Rate 2015 16 2016 17 2017 18 2015 16 2016 17 2017 18 2015 16 2016 17 2017 18 Suspensions 6.8% 9.2% 8.7% 10.4% 11.8% 9.1% 3.7% 3.7% 3.5% Expulsions 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.1% 0.1% Suspensions Expulsions 14 12 School Suspensions District Suspensions State Suspensions 0.12 0.10 School Expulsions District Expulsions State Expulsions 10 0.08 8 0.06 6 0.04 4 2 0.02 0 2015 16 2016 17 2017 18 0.00 2015 16 2016 17 2017 18 School Safety Plan (School Year 2018 19) Safe School Plan (School Year 2017-18) Safety updates are reviewed and discussed with staff at monthly departmental staff meetings throughout the year. Plans have been made to reconvene the Safety Committee to review and update the current plan. Members include administrators of each program run by Kings County Office of Education and a school nurse. The plan was most recently updated and reviewed with school staff in August 2017. Contents of the Safe School Plan, include but are not limited to, the following: safe school strategies and programs, crisis response procedures, and policies and regulations related to safety/crisis issues. Safety trainings and practice drills are held regularly throughout the school year. The school contracts with the Hanford Police Department to provide a School Resource Officer to further enhance safety on campus. Page 15 of 19
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 (2015 16) Level Average Class Size 1-20 K 10.0 4 1 2 1.0 1 3 4 5 6 2.0 1 21-32 33+ Other** 9.0 7 * 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. Average Class Size and Class Size Distribution (Elementary) School Year (2016 17) Level Average Class Size 1-20 21-32 33+ K 9.0 6 1 2 1.0 1 3 4 1.0 1 5 3.0 3 6 Other** 10.0 5 * 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. Average Class Size and Class Size Distribution (Elementary) School Year (2017 18) Level Average Class Size 1-20 21-32 33+ K 9.0 5 1 2 3 1.0 1 4 5 12.0 2 6 7.0 2 Other** 9.0 6 * 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. Page 16 of 19
Average Class Size and Class Size Distribution (Secondary) (School Year 2015 16) English Subject Mathematics Science Social Science Average Class Size 1-20 21-32 33+ * 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. Average Class Size and Class Size Distribution (Secondary) (School Year 2016 17) Subject Average Class Size 1-20 21-32 33+ English 5.0 4 Mathematics 3.0 1 Science 9.0 2 Social Science 4.0 3 * 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. Average Class Size and Class Size Distribution (Secondary) (School Year 2017 18) Subject Average Class Size 1-20 21-32 33+ English 2.0 4 Mathematics 2.0 3 Science 9.0 1 Social Science 3.0 3 * 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. Page 17 of 19
Academic Counselors and Other Support Staff (School Year 2017 18) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0.0 Counselor (Social/Behavioral or Career Development) N/A Library Media Teacher (Librarian) 0.0 N/A Library Media Services Staff (Paraprofessional) 0.0 N/A Psychologist 1.0 N/A Social Worker 0.0 N/A Nurse 2.0 N/A Speech/Language/Hearing Specialist 2.0 N/A Resource Specialist (non-teaching) N/A Other 2.0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016 17) Level Total Expenditures Per Pupil Expenditures Per Pupil (Restricted) Expenditures Per Pupil (Unrestricted) Average Teacher Salary School Site $42617.0 $43121.0 $504.0 $97236.0 District N/A N/A $4508.0 $102611.0 Percent Difference School Site and District N/A N/A -160.0% -6.0% State N/A N/A $6574.0 -- Percent Difference School Site and State N/A N/A -172.0% 21.0% Note: Cells with N/A values do not require data. Page 18 of 19
Types of Services Funded (Fiscal Year 2017 18) Every student on the Shelly Baird campus is a student who is eligible for Special Education Services. These services are provided to students through a variety of needs based upon the decisions made by the Individual Education Program Team. The full continuum of special education supports are available, along with Designated Instructional Services and Social/Emotional and Behavioral supports. Teacher and Administrative Salaries (Fiscal Year 2016 17) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $57,283 -- Mid-Range Teacher Salary $73,386 -- Highest Teacher Salary $91,952 -- Average Principal Salary (Elementary) $120,273 -- Average Principal Salary (Middle) $120,273 -- Average Principal Salary (High) $120,273 -- Superintendent Salary $176,497 -- Percent of Budget for Teacher Salaries 21.0% -- Percent of Budget for Administrative Salaries 3.0% -- For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 100000 140000 80000 120000 100000 60000 80000 40000 60000 40000 20000 20000 0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Professional Development Staff Development In the 2017-2018 school year, Shelly Baird continued to support ongoing professional development of all staff members. The school schedule includes 16 extra early out days for staff to take part in trainings. Topics for training include curriculum development and California State Standards training, data collection, positive interventions and behavioral support, technology, IEP processes, and various other quality growth opportunities. Individual and small groups of staff members also attend trainings in specific areas related to the types of disabilities they are working with in their classrooms and other pertinent topics. Last updated: 12/7/2018 Page 19 of 19