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School Accountability Report Card Reported Using Data from the 2017–18 School Year

California Department of Education

For The Frostig School

Address: 971 N. Altadena Drive, Pasadena, CA 91107 Phone: 626-791-1255 Principal: Jennifer Tucker Mottes Grade Span: 1-12

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

➢ For more information about SARC requirements, 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.

Throughout this document the letters DPL mean data provided by the LEA, and the letters DPC mean data provided by the CDE.

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About This School

District Contact Information (School Year 2018-2019) District Name Pasadena Unified School District

Phone Number 626-396-3600 Superintendent Brian McDonald E-mail Address mcdonald.brian@pusd.us Web Site www.pusd.us

School Contact Information (School Year 2018-2019) School Name The Marianne Frostig School of Educational Therapy Street 971 N. Altadena Dr. City, State, Zip Pasadena, CA 91107 Phone Number (626)791-1255 Principal Jennifer Janetzke E-mail Address jenny@frostig.org

Web Site www.frostig.org County-District-School (CDS) Code 19 64881 6982219

School Description and Mission Statement (School Year 2018–19)

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

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

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

The current mission reads as follows:

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

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

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

.

Student Enrollment by Grade Level (School Year 2017–18)

Grade Level Number of Students

Kindergarten 0

Grade 1 1

Grade 2 5

Grade 3 6

Grade 4 3

Grade 5 2

Grade 6 17

Grade 7 16

Grade 8 11

Ungraded Elementary

Grade 9 21

Grade 10 11

Grade 11 15

Grade 12 10

Ungraded Secondary 1

Total Enrollment 119

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Student Enrollment by Student Group (School Year 2017–18)

Student Group Percent of Total Enrollment

Black or African American 3%

American Indian or Alaska Native 0%

Asian 8%

Filipino 0%

Hispanic or Latino 16%

Native Hawaiian or Pacific Islander 0%

White 57%

Two or More Races 15%

Socioeconomically Disadvantaged 4%

English Learners 3%

Students with Disabilities 100%

Foster Youth 0%

A. Conditions of Learning

State Priority: Basic

The SARC provides the following information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

Pupils have access to standards-aligned instructional materials; and

School facilities are maintained in good repair

Teacher Credentials

Teachers School

2016–17 School

2017–18 School

2018–19 District 2018–19

With Full Credential 12 12 12 N/A

Without Full Credential 0 0 1 N/A

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 N/A

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Teacher Misassignments and Vacant Teacher Positions

Indicator 2016–17 2017–18 2018–19

Misassignments of Teachers of English Learners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Positions 0 0 0

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

*Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018–19)

Year and month in which the data were collected: January 2019

Subject

Textbooks and Instructional

Materials/year of Adoption

From Most Recent

Adoption?

Percent Students

Lacking Own Assigned Copy

Reading/Language Arts 2018 Yes 0

Mathematics 2018 Yes 0

Science 2010 Yes 0

History-Social Science 2010 Yes 0

Foreign Language 2010 Yes 0

Health 2010 Yes 0

Visual and Performing Arts N/A N/A

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

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

School Facility Conditions and Planned Improvements When our site was designed in 1986, attention was paid to the needs of our specific population. Classrooms were built with more than adequate space, and downstairs classrooms were designed with patios so that students could work inside and outside. Indirect lighting was designed for the hallways so that students with light sensitivity would not be overwhelmed. Observation rooms were designed for every classroom, and a large multipurpose room was included so that the entire student body could gather. The footprint of our school is small by design. Many of our students can feel intimidated or even overwhelmed in a larger environment. Because of our relatively small size, our students are able to become familiar with our layout, and they quickly become proficient in navigating the space. As our enrollment has increased over the past five years, we have become very creative with how we utilize our physical space. What was once our research library/boardroom has

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become a classroom. We no longer use the spaces adjoining our classrooms that were originally built to observe students for that task and those rooms have been repurposed as offices. When we converted a classroom into our art room, we redid the floor, storage, furniture, outdoor space, and lighting to create a respectful art room. Our multipurpose room has been upgraded with lighting, sound, stage, stage curtain, and carpeting. The school engages in a comprehensive, long-term facilities planning process on a regular basis and has a published plan for the renewal, repair, and replacement of the facilities. The overarching plan to improve and expand our site has been broken down into three phases:

1. Repaint, re-carpet, and modernize our entire existing space. (This has been competed.) Expand our front office to create a single point of entry for the school. Add additional fencing which along with the expanded front office, will make our school safer. (These projects will be completed by the end of the current school year.) Cost = $1 million. All funds have been raised.

2. Build an additional structure housing two classrooms. Improve our playground area. Cost $2 million. More than 50% of the funds have been raised. Phase 2 will be completed by the end of the 2020-2021 school year.

3. Rezone two contiguous properties and repurpose that space that is currently residential. Plans are to create office space, a new board room, and expand green space/play yard. Plans are not specific because we anticipate negotiations with the city as we move through the rezoning process. Cost $1.5 million. More than 50% of the funds have been raised. We intend to initiate the rezoning process during the 2019-2020 school year.

Looking forward, we also have the following maintenance plan in place for our building:

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

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

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

School Facility Good Repair Status

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

Determination of repair status for systems listed

Description of any needed maintenance to ensure good repair

The year and month in which the data were collected

The overall rating

Year and month of the most recent FIT report: November 2018

System Inspected Rate Good

Rate Fair

Rate Poor

Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X

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Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Facility Rate

Year and month of the most recent FIT report: November 2018

Overall Rating

Exemplary Good Fair Poor

x

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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard CAASPP standardized tests are administered by the Frostig School and returned to the funding districts for scoring. Test data has not been consistently provided to the Frostig School by the funding districts. Therefore, it is not possible to accurately report data for our population.

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)

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

Mathematics (grades 3-8 and 11)

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

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.

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CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017–18)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or

Exceeded

All Students 119 45 38% 0%

Male 82 37 45% 0%

Female 37 8 22% --

Black or African American

4 0 0%

American Indian or Alaska Native

Asian 10 2 20% --

Filipino --

Hispanic or Latino 19 15 78% 0%

Native Hawaiian or Pacific Islander

White 68 22 32% 0%

Two or More Races 18 5 28% --

Socioeconomically Disadvantaged

4 0 0%

English Learners 3 2 67% --

Students with Disabilities

119 45 38% 0%

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.

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CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2017–18)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or

Exceeded

All Students 119 45 38% 0%

Male 82 37 45% 0%

Female 37 8 22% --

Black or African American

4 0%

American Indian or Alaska Native

Asian 10 2 20% --

Filipino 1 --

Hispanic or Latino 19 15 78% 0%

Native Hawaiian or Pacific Islander

White 68 22 32% 0%

Two or More Races 18 5 28% --

Socioeconomically Disadvantaged

4 0%

English Learners 3 2 67% --

Students with Disabilities

119 45 38% 0%

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.

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

Subject School

2016–17 School

2017–18 District 2016–17

District 2017–18

State 2016–17

State 2017–18

Science (grades 5, 8 and high school)

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

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

Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19.

Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.

Career Technical Education (CTE) Programs (School Year 2017–18)

Career Technical Education Programs (CTE) are not directly part of the school’s course of study; however, individual students may participate in CTE classes in their home school districts. Many times students will be dually enrolled during the school day to complete that course work.

The Transition Program at Frostig helps determine the feasibility for CTE and other programs that help students plan for their lives after leaving Frostig. Although federal law requires that a transition plan be developed for students 16 years of age and older, we believe it essential to engage students and their parents in thinking ahead, planning for the future, anticipating possible outcomes for the student, and determining the steps that will need to be taken to achieve those dreams beginning in the 9th grade. The program centers on the “success attributes”, encouraging students to understand their learning disability, develop an awareness of compensatory strategies (including accommodations and modifications), identify and utilize support systems, and become self-determined and strong self-advocates. During the school year, all students in grades 9-12 are enrolled in a transition rotation that focuses on five broad categories: Career awareness and development of employment skills Building and maintenance of relationships Development of recreation and leisure interests Independent living skills Planning for post-secondary education and training The transition program also prepares students to assume responsibility for their educational decisions as they reach the age of majority (18 years of age.) Transition is NOT a college-preparatory program or a job placement program. Parents and students are active and equal participants with the school. Students participate in field trips to several local post-secondary programs (community colleges, vocational programs) and meet with staff from the campus’ Office of Disabled Student Services. Speakers representing a variety of programs and employment fields present during the course of the year, and Frostig alumni are invited to visit and share their experiences.

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Career Technical Education (CTE) Participation (School Year 2017–18)

Measure CTE Program Participation

Number of Pupils Participating in CTE N/A

Percent of Pupils Completing a CTE Program and Earning a High School Diploma

N/A

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

N/A

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

UC/CSU Course Measure Percent

2017–18 Pupils Enrolled in Courses Required for UC/CSU Admission

N/A

2016–17 Graduates Who Completed All Courses Required for UC/CSU Admission

N/A

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)

Grade 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 -- -- --

9 -- -- --

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.

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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)

Parents are an integral part of the Frostig team. Parents are encouraged to participate in a number of schoolwide events hosted at the school, including Parent Association meetings (monthly), a Parent Orientation meeting for new families (September), Open House (September), Fine Arts Performances (January, and May), Academic Fair (spring), and an Evening with the Fine Arts (December and May.) Each classroom also benefits from parent participation, and some volunteer to drive on field trips. Parents also organize class parties and share special cultural activities. Due to the potential for interference with the program and issues of confidentiality, parents are not allowed to volunteer in the classroom for instructional periods.

Around the sixth or seventh week of school, parents meet with all of the staff who work directly with their child. The purpose of the meeting is for the staff to discuss the primary objectives that they will be working on with the student throughout the year. Parents are encouraged to share and discuss their own thoughts about goals that they would like worked on with their child. (If the student is publicly funded and the IEP takes place about this time, the IEP and parent conference are combined.) At the end of the school year, parents are again scheduled for a formal parent conference to meet all staff that work directly with each student. The goal of the meeting is to discuss the overall progress of the student over the school year and to discuss recommendations and plans for the summer and upcoming school year. (Again, if the student is publicly funded and the IEP takes place about this time, the IEP and parent conference will be combined.) Written communication is provided on an ongoing basis. In all classes, parents receive a note each Friday, providing a quick overview of how the student is doing with homework, classwork and behavior. In the middle and secondary classes, Progress grade reports are sent home at the 9 week mark and final grade reports are sent home at the end of each 18 week semester. These report cards differ from the progress notes on cycles / IEP goals in that they reflect progress in the curriculum, completion of classroom and homework assignments, class participation, projects, quizzes, and tests. Parents also receive 2 – 4 progress reports addressing IEP goals each school year. Parents may also be contacted via telephone or e-mail as needed. Additionally, parents may request additional meetings with staff to discuss specific questions or concerns. At the beginning of each school year, parents are surveyed to determine topics of interest for Parent Education. Responses are categorized and provided to the Administrative team. Topics may be addressed during the course of the school year through workshops or publications including parent guides, articles in the Center newsletter (the Courier), and our parent organization. Parents also participate in the organization of a variety of activities to raise funds to support the school program, including the Associates Campaign.

State Priority: Pupil Engagement

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

High school dropout rates; and

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

Graduation Rate `100% 100% N/A N/A N/A N/A

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

Indicator School

2016–17 District 2016–17

State 2016–17

Dropout Rate 0% N/A N/A

Graduation Rate 100% N/A N/A

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/.

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Completion of High School Graduation Requirements – Graduating Class of 2017 (One-Year Rate)

Student Group School District State

All Students 100% N/A N/A

Black or African American -- N/A N/A

American Indian or Alaska Native -- N/A N/A

Asian -- N/A N/A

Filipino -- N/A N/A

Hispanic or Latino -- N/A N/A

Native Hawaiian or Pacific Islander -- N/A N/A

White -- N/A N/A

Two or More Races -- N/A N/A

Socioeconomically Disadvantaged -- N/A N/A

English Learners -- N/A N/A

Students with Disabilities 100% N/A N/A

Foster Youth -- N/A N/A

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

Rate School 2015–

16

School 2016–

17

School 2017–

18

District 2015–

16

District 2016–

17

District 2017–

18

State 2015–

16

State 2016–

17

State 2017–

18

Suspensions 2 5 3 DPC DPC DPC DPC DPC DPC

Expulsions 0 1 1 DPC DPC DPC DPC DPC DPC

School Safety Plan (School Year 2018–19)

The School’s Safety Plan is reviewed annually each summer by the management team and then again each fall by the Safety Committee. The Safety Committee is comprised of representatives from each department within the Center and from each level (elementary, middle, and high school) within the school.

Procedures for emergencies (including fire, earthquake, hazardous spills, intruders, and lock down situations) are outlined within the Safety Plan. School wide fire drills are conducted monthly and earthquake simulations are held twice each year. The procedures for lock down drills are reviewed annually with staff and students. Staff members are assigned to specific roles for emergencies. All classrooms contain emergency backpacks with contact information for each student, emergency binders, flashlights, gloves, ice packs, and whistles. Emergency supplies and search-and-rescue and first aid equipment to support students and staff for 3 days in case of an earthquake or other evacuation are contained in a shed located in the yard. In addition, kits containing protective gear to be worn when cleaning up bodily fluids that might contain bloodborne pathogens are located throughout the Center. Additional first aid kits are located in the School office and the office of the Administrative Assistant. Walkie talkies and emergency medications are also located in the front office; evacuation plans account for re-location of this equipment to the gated area of the yard.

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Physical Education staff carries first aid kits and cell phones when they hold PE classes off campus at Victory Park (across the street from the school.) Staff also carries emergency cards, cell phones, and first aid kits when participating in field trips. Parents complete emergency information cards and contact information forms annually as part of the re-enrollment paperwork. Field trip permission forms are completed and signed by parents / guardians prior to any activity.

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)

Grade Level

Average Class Size

Number of Classes*

1-20

Number of Classes*

21-32

Number of Classes*

33+

1-4 11 2

5 11 1

Other**

*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)

Grade Level

Average Class Size

Number of Classes*

1-20

Number of Classes*

21-32

Number of Classes*

33+ 1-3 11 1 3-6 10 1 4-6 11 1

Other**

*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.

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Average Class Size and Class Size Distribution (Elementary) (School Year 2017–18)

Grade Level

Average Class Size

Number of Classes*

1-20

Number of Classes*

21-32

Number of Classes*

33+

1-3 10 1

3-6 11 1

Other**

*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 (Secondary) (School Year 2015–16)

Subject Average

Class Size

Number of Classes*

1-22

Number of Classes*

23-32

Number of Classes*

33+

English 8.5 5

Mathematics 8.5 6

Science 15.5 2

Social Science 10 4

*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

Number of Classes*

1-22

Number of Classes*

23-32

Number of Classes*

33+

English 11 5

Mathematics 10 7

Science 11.5 3

Social Science 13 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.

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Average Class Size and Class Size Distribution (Secondary) (School Year 2017–18)

Subject Average

Class Size

Number of Classes*

1-22

Number of Classes*

23-32

Number of Classes*

33+

English 10.5 6

Mathematics 9.7 7

Science 10.6 3

Social Science 10.6 5

*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.

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 1 DPL

Counselor (Social/Behavioral or Career Development)

3 N/A

Library Media Teacher (Librarian) 1 N/A

Library Media Services Staff (Paraprofessional)

0 N/A

Psychologist 3 N/A

Social Worker 2 N/A

Nurse 0 N/A

Speech/Language/Hearing Specialist

2.5 N/A

Resource Specialist (non-teaching) 0 N/A

Other 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.

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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016–17)

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

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

Types of Services Funded (Fiscal Year 2017–18)

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

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

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

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

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

Teacher and Administrative Salaries (Fiscal Year 2016–17) Any questions regarding school finances may be directed to Giovanni Delgado, Director of Finance and Operations.

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

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Advanced Placement (AP) Courses (School Year 2017–18)

Subject Number of

AP Courses Offered* Percent of Students

In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0

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

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

Professional Development

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

During the summer of 2017, the staff reviewed the results of the assessment data collected at the beginning and end of the previous year. This analysis also included an evaluation of instructional minutes, instructional strategies being used, and the amount of small group instruction that was being provided to students. This analysis and evaluation led us to several conclusions:

Our assessment tools are measuring the skills we want them to measure.

The Step Up to Writing program is having a positive impact on our students’ writing skills.

Math continues to be an area needing professional development.

The Wilson Reading System is helping our struggling readers with decoding skills.

We need some new strategies for reading comprehension.

As a result of this analysis and evaluation, the principal and staff agreed to focus on reading instruction and intervention for our focus for professional development during the 2017-2018 school year. To do that, we set the following goals:

Invest in additional training for our Wilson Reading System teachers.

Invest in Lindamood Bell Visualizing and Verbalizing training for interested teachers.

Work with two other schools who serve students similar to ours (Riverview and Westmark) to conduct visits to their schools and learn about how they address reading decoding and comprehension skills in their settings.

Adopt new language arts curriculum for all grades to align with the Common Core standards and to be compliant with the California Department of Education.

Opportunities for professional development include Thursday Team Meetings, Orientation Week (4 days held prior to the first day of school), and two Pupil Free Days during the year.. In addition, staff members are provided opportunities to attend professional conferences and workshops which include Lindamood Bell training, Wilson Reading System, Orton Gillingham, and the International Dyslexic Association conference. In addition, the Frostig staff participated in professional development to renew their certification in first aid, CPR, and in Crisis Prevention Intervention (CPI) as required by the California Department of Education.