ࡱ>  FVbjbj ULOYH""%%%4G%G%G%G%h%k&dG%7+Q,(y,y,y,w6!8|8@ڿܿܿܿܿܿܿ.ܿ%8U6"w688ܿ9;y,y, 9;9;9;8fy,%y,ڿ9;8ڿ9;9;#%@$fG%K:L4079;9;%888" :   Executive Summary School Accountability Report Card, 201011 For A Better Chance School Address: 4138 Lakeside Drive, Richmond CA 94806 Phone: 510-262-1500 Principal: Leslie Werosh 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 201011 school year. School finances and school completion data are reported for the 200910 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 201112 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. A About This School A Better Chance School is a non-public school serving children and young adults with autism and similar disabilities. Our philosophy is based upon the tenets of a holistic approach to a child's education. A Better Chance's method provides a structured environment paired with the intermingling of academics and technology, art, music and physical education. The goal of this educational approach is for individuals to achieve social independence and dignity, and to benefit from and contribute to society. A Better Chance School uses a multi-disciplinary, holistic approach to the education of our students. Our students are educated through the development of their physical, emotional and intellectual selves. The final goal of our educational approach is to have each student realize and reach his or her full potential. A Better Chance School offers a wide variety of innovative, educational classes covering topics such as behavioral therapy, independent living, social and recreational skills and vocational training. Ongoing specialty classes include Speech and Language, Art, Music, Drumming and Culinary Arts. Every student receives an individualized functional academic program. Each student's Individualized Education Program (IEP) is taught in an integrated manner to ensure consistency and systematic learning. Each goal is broken down into smaller steps, allowing the student to be introduced to new concepts only after they master prerequisites. Students are regularly assessed, through alternative assessments, portfolios, written documentation, the IEP document and quarterly progress notes. Students are mainstreamed into less restrictive programs as soon as possible. Our individualized transition services help students to make a successful transition into their next program. For those students who stay with us until their graduation year, this philosophy does not change. Graduating students of A Better Chance School will transition from school to adult life with many work skills and community experiences that will ensure future success.  Student Enrollment Group Enrollment Number of students 29 Black or African American 10.3% American Indian or Alaska Native 0% Asian 3.4% Filipino 3.4% Hispanic or Latino 6.9% Native Hawaiian or Pacific Islander 0% White 55.2% Two or More Races 17.2% Other 3.4% Socioeconomically Disadvantaged 13.8% English Learners 3.4% Students with Disabilities 100% Teachers Indicator Teachers Teachers with full credential 4 Teachers without full credential 0 Teachers Teaching Outside Subject Area of Competence 0 Misassignments of Teachers of English Learners 0 Total Teacher Misassignments 0  Student Performance Subject Students Proficient and Above on STAR Program Results English-Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Academic Progress Indicator Result 2011 Growth API Score (from 2011 Growth API Report) N/A Statewide Rank (from 2010 Base API Report) N/A Met All 2011 AYP Requirements Yes/no Number of AYP Criteria Met Out of the Total Number of Criteria Possible N/A 201112 Program Improvement Status (PI Year) N/A  School Facilities Summary of Most Recent Site InspectionA Better Chance School resides in a recently constructed site as of October 2004. The facilities are clean and comfortable. A current fire inspection and clearance is valid through December 2011. Repairs NeededN/A  Corrective Actions Taken or PlannedN/A  Curriculum and Instructional Materials Core Curriculum Area Pupils Who Lack Textbooks and Instructional Materials Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Foreign Language 0% Health 0% Visual and Performing Arts 0% Science Laboratory Equipment (grades 9-12) 0% School Finances Level Expenditures Per Pupil (Unrestricted Sources Only) School Site $ District $ State $  School Completion Indicator Result Graduation Rate (if applicable) N/A Postsecondary Preparation Measure Percent Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma N/A Graduates Who Completed All Courses Required for University of California or California State University Admission N/A  School Accountability Report Card Reported Using Data from the 201011 School Year Published During 201112 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  HYPERLINK "http://www.cde.ca.gov/ta/ac/sa/" http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. Data and Access Ed-Data Partnership Web Site 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 Californias public kindergarten through grade twelve school districts and schools. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at  HYPERLINK "http://dq.cde.ca.gov/dataquest/" http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. II. About This School Contact Information (School Year 201112) SchoolDistrictSchool NameA Better Chance SchoolDistrict NameWe service 16 districts in the greater Bay Area. ABC School resides within the West Contra Costa USDs service area.Street4138 Lakeside Drive Phone NumberCity, State, ZipRichmond, CA 94806Web SitePhone Number(510) 262-1500SuperintendentPrincipalLeslie WeroshE-mail AddressE-mail Addresslwerosh@calautism.orgCDS Code School Description and Mission Statement (School Year 201011) A Better Chance School is a non-public school serving children and young adults with autism and similar disabilities. Our philosophy is based upon the tenets of a holistic approach to a child's education. A Better Chance's method provides a structured environment paired with the intermingling of academics and technology, art, music and physical education. The goal of this educational approach is for individuals to achieve social independence and dignity, and to benefit from and contribute to society. A Better Chance School uses a multi-disciplinary, holistic approach to the education of our students. Our students are educated through the development of their physical, emotional and intellectual selves. The final goal of our educational approach is to have each student realize and reach his or her full potential. A Better Chance School offers a wide variety of innovative, educational classes covering topics such as behavioral therapy, independent living, social and recreational skills and vocational training. Ongoing specialty classes include Speech and Language, Art, Music, Drumming and Culinary Arts. Every student receives an individualized functional academic program. Each student's Individualized Education Program (IEP) is taught in an integrated manner to ensure consistency and systematic learning. Each goal is broken down into smaller steps, allowing the student to be introduced to new concepts only after they master prerequisites. Students are regularly assessed, through alternative assessments, portfolios, written documentation, the IEP document and quarterly progress notes. Students are mainstreamed into less restrictive programs as soon as possible. Our individualized transition services help students to make a successful transition into their next program. For those students who stay with us until their graduation year, this philosophy does not change. Graduating students of A Better Chance School will transition from school to adult life with many work skills and community experiences that will ensure future success. Opportunities for Parental Involvement (School Year 201011) A Better Chance School has a Parent Association which allows any parent or guardian of our students to participate in school activities. Student Enrollment by Grade Level (School Year 201011) Grade LevelNumber of StudentsGrade LevelNumber of StudentsKindergarten0Grade 82Grade 10Ungraded Elementary0Grade 20Grade 93Grade 30Grade 10 2Grade 41Grade 112Grade 52Grade 120Grade 63Ungraded Secondary8Grade 76Total Enrollment29 Student Enrollment by Subgroup (School Year 201011) GroupPercent of Total EnrollmentBlack or African American 10.3%American Indian or Alaska Native 0%Asian 3.4%Filipino 3.4%Hispanic or Latino6.9%Native Hawaiian or Pacific Islander 0%White 55.2%Two or More Races 17.2%Other3.4%Socioeconomically Disadvantaged13.8%English Learners3.4%Students with Disabilities100% Average Class Size and Class Size Distribution Grade LevelAvg. Class Size200809 Number of Classes*Avg. Class Size200910 Number of Classes*Avg. Class Size201011 Number of Classes*1-2021-3233+1-2021-3233+1-2021-3233+K123456Other868484* Number of classes indicates how many classes fall into each size category (a range of total students per classroom). III. School Climate School Safety Plan (School Year 201011) A Better Chance School provides monthly fire drills for both fire and earthquake preparedness procedures for our entire campus. Suspensions and Expulsions Rate*School 200809School 200910School 201011District 200809District 200910District 201011Suspensions000Expulsions000* 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 201112) A Better Chance School resides in a recently constructed site as of October 2004. The facilities are clean and comfortable. V. Teachers Teacher Credentials TeachersSchool 200809School 200910School 201011District 201011With Full Credential344Without Full Credential210Teaching Outside Subject Area of Competence (with full credential)000n/a Teacher Misassignments and Vacant Teacher Positions Indicator200910201011201112Misassignments of Teachers of English Learners000Total Teacher Misassignments* 000Vacant Teacher Positions000Note: 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. VI. Support Staff Academic Counselors and Other Support Staff (School Year 201011) TitleNumber of FTE* Assigned to SchoolAverage Number of Students per Academic CounselorAcademic Counselor21Counselor (Social/Behavioral or Career Development) 0Library Media Teacher (librarian)0Library Media Services Staff (paraprofessional)0Psychologist0Social Worker0Nurse0Speech/Language/Hearing Specialist2Resource Specialist (non-teaching)0Other4Note: Cells shaded in black 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. VII. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 201112) 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 schools use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: October 2011 Core Curriculum AreaTextbooks and instructional materials/year of adoptionFrom most recent adoption?Percent students lacking own assigned copyReading/Language ArtsYes 0MathematicsYes 0ScienceYes 0History-Social ScienceYes 0Foreign LanguageYes 0HealthYes 0Visual and Performing ArtsYes 0Science Laboratory Equipment (grades 9-12)N/A 0 VIII. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 200910) LevelTotal Expenditures Per PupilExpenditures Per Pupil (Supplemental / Restricted)Expenditures Per Pupil (Basic / Unrestricted)Average Teacher SalarySchool Site$42,000DistrictPercent Difference School Site and DistrictStatePercent Difference School Site and StateNote: Cells shaded in black do not require data. 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  HYPERLINK "http://www.cde.ca.gov/ds/fd/ec/" http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at  HYPERLINK "http://www.cde.ca.gov/ds/fd/cs/" http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at:  HYPERLINK "http://www.ed-data.org" http://www.ed-data.org. Types of Services Funded (Fiscal Year 201011)  Teacher and Administrative Salaries (Fiscal Year 200910) CategoryDistrict AmountState Average For Districts In Same CategoryBeginning Teacher Salary36,000Mid-Range Teacher Salary40,000Highest Teacher Salary44,000Average Principal Salary (Elementary)70,000Average Principal Salary (Middle)n/aAverage Principal Salary (High)n/aSuperintendent Salaryn/aPercent of Budget for Teacher SalariesPercent of Budget for Administrative SalariesNote: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at  HYPERLINK "http://www.cde.ca.gov/ds/fd/cs/" http://www.cde.ca.gov/ds/fd/cs/. IX. 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 history-social 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  HYPERLINK "http://star.cde.ca.gov" http://star.cde.ca.gov. Standardized Testing and Reporting Results for All Students Three-Year Comparison SubjectPercent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)SchoolDistrictState200809200910201011200809200910201011200809200910201011English-Language Arts000Mathematics000Science000History-Social Science000Note: 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. X. 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. A Better Chance School is focused on lifelong learning not only for our students, but our staff as well. Our teachers are given a 50% stipend towards continuing education programs including credential programs and advanced degrees. Our support staff are also eligible for a 50% tuition reimbursement towards continuing education. Staff Training/Development Days occur two full days per year and one partial day per month. Teachers receive an additional three professional development days per year.  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.  The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.     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Smita PatelHSchool Accountability Report Card, accountability, report card, SARC Normal.dotmRalph Supper2Microsoft Macintosh Word@F#@6fQ@tT@tT  > ՜.+,D՜.+,@ hp|  "' JM Z2010-11 SARC Template in Word - School Accountability Report Card (CA Dept of Education) Title P/7k _PID_HLINKSURL ContentType_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName'A*+-http://star.cde.ca.gov i http://www.cde.ca.gov/ds/fd/cs/Wk http://www.ed-data.org/ i  http://www.cde.ca.gov/ds/fd/cs/y http://www.cde.ca.gov/ds/fd/ec/Z+ http://dq.cde.ca.gov/dataquest/n http://www.cde.ca.gov/ta/ac/sa/ Document ",School Accountability Report Card (SARC)lwerosh@calautism.orgLeslie Werosh  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_abcdefghijklmnopqrstuvwxyz{|}~Root Entry F?fData &1Table`QWordDocumentSummaryInformation(DocumentSummaryInformation8CompObj`ObjectPool?f?f F Microsoft Word 97-2004 DocumentNB6WWord.Document.8