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SLDC 2018-19 SCHOOL
ACCOUNTABILITY
REPORT CARD California Department of Education, Non Public School.
ABSTRACT 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 Speech and Language Development Center
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School Accountability Report Card Reported Using Data from the 2018–19 School Year
California Department of Education
For Speech and Language Development Center, Non-Public School
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 2018–19)
Entity Contact Information
NPS Name Speech and Language Development Center
Phone Number (714) 821-3620
Email Address [email protected]
Website www.sldc.net
School Contact Information (School Year 2018–19)
Entity Contact Information
School Name Speech and Language Development Center (SLDC)
Street 8699 Holder Street
City, State, Zip Buena Park, CA 90620
Phone Number (714) 821-3620
Principal Mrs. Jennifer O’Grady, M.A., M.Ed.
Email Address [email protected]
Website www.sldc.net
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School Description and Mission Statement (School Year 2018–19)
The Speech and Language Development Center (SLDC) is certified by the California Department of Education as a non-public school (NPS). SLDC has been serving children and young adults since 1955 in
both educational and clinical settings. SLDC provides specialized academic instruction and therapy services through our NPS program serving students from Los Angeles, Orange, San Bernardino and
Riverside counties grades kindergarten through transition. Our student body is represented by individuals with Autism Spectrum Disorders, Deaf and Hard of Hearing, Intellectual Disabilities,
Multiple Disabilities, Other Health Impairment, Speech/Language Impairment and Specific Learning Disabilities. The majority of the students accessing their education from SLDC present
language/communication issues which adversely affect behavior and their ability to meet educational goals.
Our Mission
The Mission of SLDC is to assist children and adults with special needs reach their maximum potential through education and therapy provided in an environment which nurtures growth and inspires
achievement.
Our Approach
SLDC approaches each child with the presumed competence and adopts an eclectic model drawing from best practices across disciplines to ensure each child had the opportunity to learn in the modality
which builds upon their strengths. With more than seven therapeutic disciplines represented on our campus, we pride ourselves on providing an integrated and multi-disciplinary approach to program
designs specific to each student’s unique needs. With more than twenty credentialed or licensed clinicians we offer: Speech and Language therapy, Occupational therapy, Physical therapy, Adapted
Physical Education, Counseling, Behavior Analysis, Assistive and Augmentative Communication, Assistive Technology with specialties for Deaf and Hard of Hearing.
We serve students with a spectrum of talents and strengths. To best meet the needs of all of our students we offer both diploma and certificate of completion tracks ensuring our students access their
academic instruction to their fullest.
SLDC also provides our young adults with vocational training and off campus employment through our workability grant. We believe that every individual has the right to learn relevant vocational skills and
secure employment in our communities.
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Student Enrollment by Grade Level (School Year 2018–19)
Grade Level Number of Students
Kindergarten 0
Grade 1 4
Grade 2 5
Grade 3 8
Grade 4 10
Grade 5 13
Grade 6 9
Grade 7 15
Grade 8 21
Grade 9 13
Grade 10 19
Grade 11 17
Grade 12 28
Transition/Ungraded Secondary 25
Total Enrollment 187
Student Enrollment by Student Group (School Year 2018–19)
Student Group Percent of
Total Enrollment
Black or African American 9%
American Indian or Alaska Native 1%
Asian 8%
Filipino --
Hispanic or Latino 42%
Native Hawaiian or Pacific Islander --
White 40%
Socioeconomically Disadvantaged 31%
English Learners 12.3%
Students with Disabilities 100%
LCI/Foster Youth 4.3%
Homeless .5%
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
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Teacher Credentials
Teachers School
2016–17 School
2017–18 School
2018–19
With Full Credential 16 17 16
Without Full Credential 3 1 1
Teaching Outside Subject Area of Competence (with full credential)
0 0 0
Teacher Misassignments and Vacant Teacher Positions
Indicator 2016–17 2017–18 2018–19
Total Teacher Misassignments* 1 1 0
Vacant Teacher Positions 1 1 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.
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018–19)
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Year and month in which the data were collected: October 2019 Subject
Textbooks and Instructional Materials/year of Adoption
From Most Recent
Adoption?
Percent Students Lacking Own
Assigned Copy
Reading/Language Arts K-12 Unique Learning System/ 2012 Publisher: N2Y K-6 Reading Wonders/2017
Publisher: McGraw-Hill Education
6-7th Grade Study Sync California/ 2017 Publisher:
McGraw-Hill 7-12th Grade Collections
California/ 2017 Publisher Houghton Mifflin
All textbooks are selected from CDE list for adopted curriculum
0%
Mathematics K-12th Unique Learning System/ 2012 Publisher: N2Y
K-8 Go Math/ 2015 Publisher: Houghton Mifflin
Harcourt 9-12th Grade Core
Connections Algebra/2013 Publisher CPM
9-12th Grade Core Connections Geometry/2013
Publisher: CPM 9-12th Grade Core
Connections Algebra II/ 2013 Publisher: 2013
All textbooks are selected from CDE list for adopted curriculum
DPL
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Science K-12th Unique Learning System/ 2012 Publisher: N2Y
K-6th California Science/2007 Publisher: Houghton Mifflin
7th Grade Focus on Life Science/2008
Publisher: Pearson Prentice Hall
8th Grade Focus on Physical Science/2007
Publisher: McGraw-Hill 9-12th Grade Biology/ 2012
Publisher: Glencoe/McGraw-Hill
9th Grade Concepts and Challenges in Earth
Science/2003 10th Grade Concepts and
Challenges in Life Sciences/ 2003
Publisher: Globe Fearon
All textbooks are selected from CDE list for adopted curriculum
DPL
History-Social Science K-12th Unique Learning System/ 2012 Publisher: N2Y
K-6th Reflections/ 2007 Publisher: Harcourt School 7th Grade Discovering our
Past/2006 Publisher: McGraw-Hill 8th Grade The American Journey to WWI/ 2006 Publisher: McGraw-Hill
10th Grade World History/2001
Publisher: AGS Secondary 11th Grade United States
History/ 2005 Publisher: AGS Secondary
12th Grade Magruder’s American Government/ 2006
Publisher: Prentice Hall
All textbooks are selected from CDE list for adopted curriculum
0%
Health Life Skills Health/ 2007
Publisher: Pearson/AGS Globe
All textbooks are selected from CDE list for adopted curriculum
N/A
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School Facility Conditions and Planned Improvements
A recent campus inspection utilizing the Facility Inspection Tool (FIT) data was completed in October 2018. The following summarizes the present status of the SLDC campus conditions and planned
improvements.
Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
• Safety, cleanliness, and adequacy of the school facility: SLDC meets all safety requirements and continues to meet fire inspections on an annual basis. Our campus maintenance and custodial staff take great efforts to ensure our students are provided with a clean, safe and functioning learning environment. Campus maintenance ensures that repairs and necessary improvements are completed in a timely manner. SLDC participates in an annual campus inspection to assess and identify building safety and improvement projects which are then prioritized and included in the three-year annual capital budget. Safety improvements continue to be made as part of SLDC’s commitment to student and staff safety with the installation of new door locks, secured perimeters and campus security measures.
• Description of any planned or recently completed facility improvements: During the 2018-2019 school year, improvements to 1 set of student restrooms was completed providing all new flooring, fixtures and paint ensuring updates abide by ADA codes and standards. In addition, a staff restroom was improved along with replacements of carpet, paint, and cabinets to two classroom wings. Basic repairs to exterior walls, rain gutters, HVAC and fire systems were also included in this year’s annual capital improvement plan.
• Description of any needed maintenance to ensure good repair: Presently, the campus is in good repair. The 2019-2020 school year will include improvements to the second set of student restrooms and staff restrooms on campus along with mirroring replacements of carpet, paint and cabinets to another two classroom wings. As always, HVAC and exterior repairs that arise are addressed in a timely manner to ensure the campus remains in good repair.
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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: October 2018
System Inspected Rate Good
Rate Fair
Rate Poor
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
With aging buildings, roof repairs will be included in the 2019-2020
capital budget plan.
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
Overall Facility Rate: Good
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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);
Student assessment results are reported to each student’s local school district. Should you wish to review Statewide assessment results, please contact your local School District or LEA.
Career Technical Education (CTE) Programs (School Year 2018–19)
Information about SLDC’s Career Technical Education (CTE) program:
Students enrolled in grades 9-12th who are (or about to be) 16 years of age, work with their classroom teachers and counselors to develop individual Transition Plans (ITP). Classes and discussions are incorporated to identify interests, explore after graduation options and practice skills such as filling out job applications, developing portfolios, mock interviews, visiting potential job sites and college campuses. Students may also participate in our Workability program with off campus employment. Community based mobility and experiences are a component of the program as well. Students who utilize alternative communication strategies are supported by the speech department. For those students who are not yet ready for off campus employment, our Vocational Specialist works with our students to develop vocational skills based on the individuals’ strengths and interests to identify on-campus jobs or activities. Students may access our vocation lab here on campus, participating in regular pre-vocational training as part of their integrated program here at SLDC.
Career Technical Education (CTE) Participation (School Year 2017–18)
Measure CTE Program Participation
Number of Pupils Participating in CTE 106
Percent of Pupils Completing a CTE Program and Earning a High School Diploma
0
Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education
N/A
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
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Pupil outcomes in the subject area of physical education: All students attending SLDC participate in physical education as outlined by CDE with respect to grade level.
In addition, many of SLDC’s student access adapted physical education to support development of gross motor skills, motor planning to enhance access to their school environment.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
Efforts the school makes to seek parent input in making decisions for the school district and each school site
Opportunities for Parental Involvement (School Year 2018–19)
SLDC encourages parent participation in classrooms, on and off campus events and center related activities. We promote communication with our parent’s through weekly newsletter sent via email from our School Principal announcing events, requesting parent volunteers and opportunities to participate. Specifically, we host a welcome back to school coffee for parents with our School Administrator, a parent ambassador group, volunteers for picture day, jog-a-thon, holiday parties and summer games. In addition, we invite parents to attend holiday recitals, awards ceremonies and graduation/promotion ceremonies throughout the year. For a complete list of opportunities, please contact the school office.
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 0 0 0 DPC DPC DPC DPC DPC DPC
Expulsions 0 0 0 DPC DPC DPC DPC DPC DPC
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School Safety Plan (School Year 2018–19)
SLDC takes student and staff safety seriously. In light of the recent increase in on campus shootings nationally, we have recently increased our training to prepare our staff and increased campus security pre-cautions. By partnering with our local police department we have now completed multiple tiers of training and campus improvements. Along with a revised plan for active shooter scenarios, we continue to hold regular campus drills to prepare our students and staff for both natural disaster (e.g. fire, earthquake) emergencies and intruder scenarios. Upholding the state mandated training, we have a rolling calendar of planned drills including award winning Red Cross emergency procedures. In terms of planning for disaster, our Emergency Team regularly ensures our campus has necessary supplies in stock. Emergency supplies include but are not limited to: food, water, hygiene, medications are all kept on campus. Seizure protocols are available for each student with such a medical requirement. CPR and First Aid are available through our on-site Trainer.
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 2017–18)
Grade Level
Average Class Size
Number of Classes*
1-20
Number of Classes*
21-32
Number of Classes*
33+
K 0 0 0 0
1 0 0 0 0
2 0 0 0 0
3 0 0 0 0
4 0 0 0 0
5 0 0 0 0
6 0 0 0 0
Other** 12 15 0 0
*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 2018–19)
Grade Level
Average Class Size
Number of Classes* 1-20
Number of Classes* 21-32
Number of Classes*
33+
K 0 0 0 0
1 0 0 0 0
2 0 0 0 0
3 0 0 0 0
4 0 0 0 0
5 0 0 0 0
6 0 0 0 0
Other** 12 15 0 0
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*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.
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 N/A
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 1 N/A
Social Worker 0 N/A
Nurse 1 N/A
Speech/Language/Hearing Specialist 13 N/A
Occupational/Physical Therapist 5 N/A
Behavior Analyst 2 N/A
Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time.
Types of Services Funded (Fiscal Year 2018–19)
Speech and Language Development Center serves the Southern California community as a non-public school and therapy center for individuals with disabilities. All students accessing our services do so through their local public school via special education. Services provided to SLDC students align with each student’s individual needs as determined by their IEP team. Services funded by public schools which as available on campus include: specialized academic instruction, speech and language therapy, occupational therapy, physical therapy, adapted physical education, behavior interventions, counseling services, medical assistance.
Professional Development
SLDC takes pride in providing professional development to all of our staff. This commitment holds true across all job categories from our custodial staff, paraprofessionals, therapists/related services, teachers and administrators. Each year SLDC reserves 5 full days throughout the school year as non-pupil days to support the professional development of our staff. In addition, we offer focused workshops and trainings through our staff growth team our team’s access to best practices and strategies. Finally, we support sending staff as often as we are able to attend conferences in their respective disciplines to bring most current resources and methodologies back to SLDC.
Primary/major areas of focus for staff development: Areas of focus vary from year to year and position to position (e.g. therapist compared to paraprofessional). This year we are focusing on IEP development, behavioral strategies and facilitating independence of our students. As we strive for every student to achieve their maximum potential we are working hand in hand to implement strategies which reduce student’s reliance on supports, build confidence and draft IEPs which capture the student’s progress in measurable terms.
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Methods by which professional development is delivered: We offer school workshops with focused 1-2 hour sessions throughout the year to our teachers, therapists and paraprofessional staff both before and after school to accommodate individual schedules; we host a 2-3 day on campus conference each year along with individual mentoring from supervisory/leadership staff and attendance to professional conference as we are financially able. We utilize a blend of modalities from traditional lectures, to break out sessions with structured peer to peer activities, web based learning and hands on practicum strategies.
Teacher Support during implementation: Our teaching staff participate in weekly staff meetings to where training is provided, followed by in-class coaching from Principal and IEP Specialist, and of course student performance data to assess if implementation was successful.
