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Young Learners School

|School Information |

|School Name |Young Learners School |

|Director |Pamela Clark |

|Street |13164 Burbank Boulevard |

|City, State, Zip |Sherman Oaks, CA 91401 |

|Phone Number |(818) 778-7100 |

|Fax Number |(818) 786-0094 |

|Web Site | |

|CDS Code | 19-64733-6130504 |

| |

I. SCHOOL DESCRIPTION

Young Learners is a specialized school designed to meet the needs of preschool age students through kindergarten, with Autism, and/or related developmental disabilities. Young Learners offers an intensive, six hour per day, five day per week special education program featuring small class size and teacher:student ratio of at least 1:3. Through specialized, evidence based assessment and curriculum, a collaborative transdisciplinary team approach, positive behavioral supports and family involvement, our mission is to create a positive, dynamic learning environment to help students with autism spectrum and related disorders reach their maximum potential. General education curriculum as well as an alternative curriculum are implemented, as designated on a student's IEP. Curriculum incorporates evidence based strategies including applied behavioral analysis, visuals, augmentative communication systems, sensory strategies, high structure and positive behavioral supports.

OPPORTUNITIES FOR PARENT INVOLVEMENT

Young Learners School is fortunate to have an active Parent Association that generously contributes time and effort to enhance our school program. The Parent Association organizes fund raisers such as the Book Fair, gift-wrap sale, Learn-a-thon and the Annual Auction that support various extra-curricular activities. Parents donate funds that are earmarked for special projects that augment technology, creative arts, athletics and the library through the Annual Giving campaign. Young Learners parents also support their child’s individual classroom teachers by acting as Room Parents. Parent Support meetings offer a time for parents to build community and lend and receive support. The school also encourages parent participation through a daily communication log and hosting parent – teacher conferences, Back to School Night and Open House each school year.

DEMOGRAPHIC INFORMATION

Student Enrollment by Grade Level

|Grade Level |Number of Students |Grade Level |Number of Students |

|Kindergarten |3 |Grade 8 |N/A |

|Grade 1 |N/A |Ungraded Elementary |N/A |

|Grade 2 |N/A |Grade 9 |N/A |

|Grade 3 |N/A |Grade 10 |N/A |

|Grade 4 |N/A |Grade 11 |N/A |

|Grade 5 |N/A |Grade 12 |N/A |

|Grade 6 |N/A |Ungraded Secondary(transition) |N/A |

|Grade 7 |N/A |Total Enrollment |3 |

STUDENT ENROLLMENT BY GROUP

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

|  |PERCENT OF TOTAL |

|GROUP |ENROLLMENT |

|African American |33% |

|American Indian or Alaska Native |0% |

|Asian |0% |

|Hispanic or Latino |0% |

|White (not Hispanic) |66% |

|Other |0% |

|Students with Disabilities |100% |

|English Language Leaners |0% |

Average Class Size and Class Size Distribution

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

| |2019-2020 |

|Grade | |

|Level | |

| |Avg. |Number of |

| |Class |Classrooms |

| |Size | |

| | |1-20 |21-32 |33+ |

|K-4 |3 |1 | | |

|5-6 | | | | |

|7-8 | | | | |

|9-12 | | | | |

 

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

|Subject |2019-2020 |

| |Avg. |Number of Classrooms |

| |Class | |

| |Size | |

| | |1-22 |23-32 |33+ |

|Language Arts |3 |1 | | |

|Mathematics |3 |1 | | |

|Vocation |3 |1 | | |

II. SCHOOL CLIMATE

School Safety Plan

Young Learners makes every effort to provide a safe environment for learning. Students participate in emergency drills held on a monthly basis for earthquake and fire preparedness. All staff receives mandatory yearly training regarding Child-Abuse Reporting, Sexual Harassment, Cultural Awareness, and Blood-Borne Pathogens. The Safety Committee meets monthly to discuss concerns and correct safety issues. Earthquake supplies are available on site. Staff members practice emergency drills and are assigned to stations such as triage, search and rescue, and first aid. The front gate is kept locked and visitors are required to contact the front office to enter the premises. Teachers are aware of lock-down procedures and procedures for requesting immediate assistance.

School-Based Behavior Management System

Young Learners utilizes an evidence based, multi-tiered system of supports school wide, in classrooms, and with individual students. While there are many supports that extend school wide and within each classroom, each student in Young Learners also has an individually designed behavior support plan.

On a school wide level, supports are embedded into the specific programs of instruction. All of the programs of instruction are designed to improve behavioral functioning through communication development, cognitive development, self-help, and self-regulatory means. One of our main goals is to teach students appropriate skills that will ultimately replace problematic behaviors. Methods of instruction include direct teaching, the use of behavioral protocols, and incidental learning models. The programs at Young Learners operate on a positive reinforcement system, such that students receive reinforcement following the demonstration of desired/targeted behaviors. Active teaching of functional replacement behaviors must consider the function of the behavior we are trying to replace.

Both classroom management systems and individual behavioral support plans are implemented to maximize each student’s learning potential and ability to access the curriculum. It is not uncommon that decreased motivation for learning and compliance to task present as learning barriers. Young Learners employs specific procedures to address such barriers to learning and motivation. First, a reinforcement survey is conducted with the parents/guardians of the student upon entering the program. Classroom instructors are provided with information pertaining to each student’s known reinforcers, preferences, and dislikes. Initially instructors will use known, external reinforcers to motivate the student; however, they will also simultaneously pair and condition more appropriate, intrinsic reinforcers such as social praise and attention. Child choice is also utilized to increase likelihood of an activity being reinforcing.

It is the philosophy of Young Learners School that the best way to strengthen all skills is to highlight what a student is doing correctly by attending to appropriate behaviors rather than inappropriate behaviors. The school employs a pro-active approach in that interventions are used to break chains of negative behaviors early within the chain, before problem behaviors occur. This approach also creates environments with a high level of prediction and structure. Daily schedules are carried out consistently and with the use of visual supports/picture icons. Expectations are clearly communicated (visually and aurally) and consistently maintained across environments, time, and people.

All instructors are trained and monitored in the use and implementation of the

behavior management systems implemented in their classroom. For more individualized behavior plans, plans are outlined in the student’s daily data book. This ensures that all educators working with any student has access to the plans of differential reinforcement, planned ignoring, reinforcement schedules, and the behaviors being monitored.

The overall goal of the behavior management system of the Young Learners is to increase the student’s motivation to attend, learn, and socialize, to replace problem behaviors with functional, school appropriate behaviors, to become less dependent on external reinforcers, and to become highly motivated by social and naturally occurring reinforcers.

Suspensions:

Pursuant to California Education Code, Section 48900, a student may be suspended for threatening, attempting, or causing physical injury to another person. Disrupting school activities or willfully defying the authority of school personnel may also result in suspension. A re-entry conference with an administrator takes place when a student returns to school after suspension. While this is not seen with our students, Young Learners School maintains a zero tolerance for possession of controlled substances and weapons.

|Rate |2019-2020 |

|Suspensions |0 |

|Expulsions |0 |

III. SCHOOL FACILITIES

Young Learners School maintains a clean, safe physical plant. School facilities are cleaned daily. Repairs are made in a timely manner. There is a maintenance crew on site to provide immediate assistance to staff and students. Floors and carpets are cleaned and waxed thoroughly during pupil-free days. There is an on-going schedule of touch-up and repairing to ensure upkeep of the facility. The school receives annual inspections and clearances from the Health and Fire Departments. Our staff has the ability to submit Maintenance Requests on the intranet.

|Item Inspected |Repair Status |Repair Needed and |

| | |Action Taken or Planned |

| |Good |Fair |Poor | |

|Gas Leaks | | | | |

|Mechanical Systems | | | | |

|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 | | | | |

|Roofs | | | | |

|Overall Cleanliness | | | | |

IV. TEACHERS

Teacher Credentials

All Young Learners special education teachers hold a full California Teacher Commission credential authorizing service for our student population.

|Teachers |2019-2020 |

|With Full Credential |1 |

|Without Full Credential |0 |

|Teaching Outside Subject Area of Competence |0 |

Substitute Teacher Availability

The Help Group employs numerous individuals who hold substitute credentials to cover teachers when they are absent. This system ensures familiarity and continuity for our students and causes the least disruption. We also call on regular substitute teachers that have taught previously at Young Learners School or similar schools that serve students on the autism spectrum, and are familiar with profiles of our students and the specialized teaching strategies we use.

Teacher Evaluation Process

Teachers and instructional aides are formally evaluated once a year by the director and principal. In addition, administrators conduct informal observations and classroom visits on a regular basis. Teachers receive feedback and suggestions regarding implementation of lessons, behavior management and addressing learning styles.

V. Support Staff

Designated Instructional Services Providers and Other Support Staff

|Title |Number |Average Number of |

| |Assigned to School |Students per |

| | |Academic Counselor |

|Paraprofessionals |1 |n/a |

|Counselors |1 |n/a |

|Career Counselor |0 |n/a |

|Clinical Directors |1 |n/a |

|Nurse |2 |n/a |

|Speech/Language Specialist |1 |n/a |

|Occupational Therapists |1 |n/a |

VI. CURRICULUM AND INSTRUCTIONAL MATERIALS

Young Learners School educates preschool and kindergartners with a range of cognitive delays and/ or challenges with social communication and/or language development. The school serves children ages 2.9 to 7, many with Autism Spectrum Disorder. The school is designed for students who can benefit from a structured, intensive early learning program. The ultimate goal of Young Learners School is to maximize the potential of every child and to work toward the least restrictive school setting.

Young Learners uses a behavioral and functional developmental approach to teaching. The program incorporates Applied Behavior Analysis (ABA) techniques such as Discrete Trial Training (DTT), Pivotal Response Training (PRT), Picture Exchange Communication System (PECS) and Verbal Behavior into a curriculum model which also incorporates developmentally appropriate practices. All of these methodologies assist students in gaining necessary skills for future learning and in reducing maladaptive behaviors that impede the learning process. The theory is based upon the scientifically validated notion that a child’s behavior and learning development can be altered using the basic principles of task analysis and reinforcement. Within the ABA program, there is a clear structure and reinforcement is provided at a high intensity using precise teaching techniques.

The Kindergarten curriculum is based on a multidisciplinary team approach that includes academic and pre-academic skills, communication, social skills, fine and gross motor development, self help, pre-vocational skills and behavior support development. Kindergarten curriculum is provided for students on a general education curriculum or an alternate curriculum. Young Learners School has a school-wide framework integrating the California State Standards into the curriculum.

Regarding the General Education Kindergarten Curriculum, Young Learners has adopted the following curriculum adopted by the District:

WONDERS ELA/ELD-McGraw-Hill

Program details Wonders, a comprehensive PK-6 ELA/ELD program, which is designed to meet the challenges of today’s classroom and reach all learners. Wonders provides a wealth of research-based print and digital resources that provide unmatched support for building strong literacy foundations. Students access complex texts, engage in collaborative conversations, and develop critical thinking skills. Wonders literacy instruction builds proficiency in speaking, listening, reading, and writing with scaffolded support for all language proficiency levels. The Reading/Writing Workshop is a key component to intervention instruction, teacher’s model close reading of short complex texts allowing students to practice key skills and strategies. The Close Reading Companion guides students to reread with purpose, highlight and annotate text, cite evidence, answer text-dependent questions, and organize their thoughts as they move toward analytical writing and integration of knowledge and ideas. Leveled Readers are accompanied by lesson plans and are thematically connected to each intervention unit of study. Instruction at each level addresses the same subject, theme, content, skills, and strategies, with connection points to move up to the next level as soon as students are ready.

MYMATH McGraw Hill

Program details MYMATH, developed and published by McGraw Hill, Inc., is a classroom‐and computer evidence-based, Common Core State Standards‐aligned program for students in grades PK‐5th grade. Lessons are composed of a review session, a small‐group, project‐based learning exercise, followed by individual learning activities. Daily assessment of all students help teachers recognize which skills are coming easily to students and identify which students need extra help to achieve mastery. MYMATH provides synchronized print and digital resources to guide students through interactive and technology‐based activities.

NUMBER WORLDS McGraw Hill

Program details Number Worlds® 2016 is a highly engaging, research-proven, teacher-led math intervention program that was built on rigorous state standards to bring math-challenged PreK-8 students up to grade level with Real World Applications. Number Worlds helps struggling learners in Response to Intervention Tiers 2 and 3 achieve math success and quickly brings them up to grade level by intensively targeting the most important standards. In Number Worlds, students participate in Inquiry-Based Learning (IBL) and Project-Based Learning (PBL) through the completion of cumulative projects. Incorporating the Constructionism and Learning by Design aspects of IBL and PBL through sustained, cooperative investigation, which takes place in a structured approach. Structure is offered to students through multiple questions, activities, and assessments. Both Inquiry-Based and Project-Based Learning encourages students to be engaged in productive, guided inquiry learning.

Supplementary Core Curriculum: In addition to required curriculum as required by the District, Young Learners utilizes “ABA Curriculum for the Common Core: Kindergarten.” The key emphasis is on providing meaningful access to the standards by ensuring that we are teaching at a student’s current skill level. By drilling down into each standard and breaking it into teachable steps and relaying on the data collected for each student, we ensure that we are teaching at the edge of our students’ abilities.

CORE Curriculum for students on the Alternative Curriculum

Unique

Unique Learning System® is an award-winning, online, standards-based set of interactive tools specifically designed for students with special needs to access the general curriculum. Used daily in school districts and classrooms across the country, Unique Learning System provides preschool through transition students with rigorous, standards-based materials specifically designed to meet their instructional needs.

Users interact with differentiated, thematic units of study with text to speech, interactive components, hundreds of activities and multiple opportunities to show what they know. Books, lessons & activities are viewable on a variety of hardware platforms, including tablets, whiteboards, and smartboards. Additionally, n2y’s proprietary user interface and tools combine with touch technology to encourage engagement and exploration of many types of content.

TECHNOLOGY

Young Learners School thoughtfully incorporates technology into instructional programming in the areas of communication, music and movement and pre-academic and academic skill development. Young Learners have regular access to a computer lab, equipped with computers and an interactive white board and have access to a wide range of educational software. In addition, Alphasmarts and adaptive equipment are available for additional practice for keyboarding. Young Learners also has shared classroom access to iPads and similar dynamic screen devices as well as static screen Go Talk Now devices to support communication and learning.

EXTRACURRICULAR ACTIVITES

Young Learners School offers many opportunities to support extracurricular activities on and off the campus during the school year. This is done to add enrichment and experiential opportunities that are not covered in the core curriculum. Young Learners serves a population of students on the autism spectrum, and these activities promote self worth, independence and the ability to generalize appropriate social skills within a mainstream environment.

School Socials

Special Olympics, Young Athlete’s Program

Music Classes

Talent Show

Science Fair

Book Fair

Field Trips

VII. student performance

Standardized Testing and Reporting Program: Young Learners students (kindergartners) are not included in Standardized State Testing and Reporting as this begins in 2nd grade.

VIII. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at .

Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• Participation rate on the state’s standards-based assessments in English-language arts (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)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at .

IX. POSTSECONDARY PREPARATION

N/A for Young Learners School

X. INSTRUCTIONAL PLANNING AND SCHEDULING

Professional development is a crucial part of Young Learners School. To provide quality education for the students, the teachers participate in on-going training. A high level of professionalism and a commitment to excellence is expected of all teachers.

Instructional Planning

Teachers attend weekly faculty meetings, as well as weekly team meetings to discuss student needs, curriculum and develop effective teaching strategies, collaboration and the use of best practices is an integral element of the school.

Professional Development

Prior to the beginning of each school year the teachers participate in a one week orientation. Training topics range from learning characteristics of students, child abuse reporting, social skills instruction, emergency procedures, I.E.P. development, Behavior Management, implementation of differentiated instruction and data tracking.

Minimum days are scheduled once every month for staff development. In the 2019-2020 school year, the following topics were addressed during teacher-training workshops:

✓ Curriculum and State Standards

✓ DRDP & Brigance & Woodcock Johnson IV

✓ Guidelines for IEP development and writing

✓ Positive Communication Strategies

✓ Applied Behavioral Analysis based teaching strategies (E.g., PECS, PRT, ITT)

✓ Classroom Integration of OT strategies

✓ Fostering Independence/ Prompting Techniques

✓ Multi-Tiered Behavioral Supports

✓ Positive Behavioral Support Plans

✓ Technology in the Classroom

INSTRUCTIONAL DAYS

This table displays a comparison of the number of instructional days offered at the school compared to the state requirement for each grade. In Kindergarten, 36,000 minutes are required annually, and Young Learners surpasses this amount.

|GRADE |Instructional Days With at Least 180 Instructional Minutes |

|LEVEL | Offered State Requirement |

|K | 180 days 180 days |

MAP OF CAMPUS

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School Accountability Report Card

Reported for School Year 2019-2020

Published During 2020-20201 School Year

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