the marianne frostig school of educational...

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The Marianne Frostig School of Educational Therapy Address: 971 N. Altadena Dr., Pasadena, CA 91107 Phone: (626)791-1255 Principal: Jennifer Janetzke Grade Span: 1st-12th

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 http://www.cde.ca.gov/ta/ac/sa/.

➢ For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://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 http://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.

California Department of Education

School Accountability Report Card Reported Using Data from the 2016–17 School Year

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

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About This School District Contact Information (School Year 2017-2018) District Name Pasadena Unified School District

Phone Number 626-396-3600 Superintendent Brian McDonald E-mail Address [email protected] Web Site www.pusd.us

School Contact Information (School Year 2017-2018) 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 [email protected]

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

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School Description and Mission Statement (School Year 2017–18)

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:

“We believe that all children with learning disabilities can grow up to be successful and productive members of society. We strive to make this possible through our coordinated and integrated efforts in education, research, dissemination, and training.”

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.

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.

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Student Enrollment by Grade Level (School Year 2016–17)

Grade Level Number of Students

Kindergarten 0

Grade 1 4

Grade 2 3

Grade 3 4

Grade 4 2

Grade 5 12

Grade 6 15

Grade 7 11

Grade 8 18

Ungraded Elementary

Grade 9 15

Grade 10 16

Grade 11 9

Grade 12 14

Ungraded Secondary

Total Enrollment 123

Student Enrollment by Student Group (School Year 2016–17)

Student Group Percent of

Total Enrollment

Black or African American 2

American Indian or Alaska Native 0

Asian 9

Filipino 0

Hispanic or Latino 14

Native Hawaiian or Pacific Islander 0

White 57

Two or More Races 17

Socioeconomically Disadvantaged 4

English Learners 3

Students with Disabilities 100

Foster Youth 0

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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

2015–16 School

2016–17 School

2017–18 District 2017–18

With Full Credential 10 12 12 N/A

Without Full Credential 1 0 0 N/A

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 N/A

Teacher Misassignments and Vacant Teacher Positions

Indicator 2015–16 2016–17 2017–18

Misassignments of Teachers of English Learners

N/A N/A 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 2017–18) Year and month in which the data were collected: October 2016 . All students have standards-aligned textbooks and other instructional materials that are consistent with the curriculum frameworks adopted by the State Board of Education. Additionally, students are provided with instructional materials to address IEP goals and research-based best-practices in the field. Students have access to other instructional materials and technologies such as computer software, assistive technology, maps and globes, hands-on science materials, math manipulatives, and a full-range of library resources. Per state law, all students have textbooks that are the same as those used by any one of the districts with which Frostig contracts. For other information related to textbooks and instructional materials, please contact the school principal

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School Facility Conditions and Planned Improvements

The Frostig School is part of the Frostig Center, which has been in existence since 1951. We are a non-profit corporation. We own our own facility; a 35,000 square foot building that was designed and built expressly to house our program. We have no debt; the building is owned free and clear. Approximately 85% of the building is dedicated to the school program. The Center sits on 1.25 acres of land. There is a playground area (behind the school building), which is used exclusively by the school.

The School is well maintained by a full-time Site Administrator and two part-time employees. Facilities are cleaned daily and regularly inspected for any unsafe conditions. The Frostig School is in compliance with all safety and health standards. Records of inspection are kept in the office of the Site Administrator or the Director of Finance.

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: December 2016

System Inspected

Repair Needed and Action Taken or Planned

Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X

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

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):

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. Additionally, the number of students per “cell” is under 10 and is, therefore, not required due to potential breach of confidentiality.

In 2011-2012 the school began an internal testing program to evaluate the effectiveness of the program. At the beginning and end of the school year, students were administered the following measures: Analytic Reading Inventory (instructional reading comprehension level reported), Brigance Test of Computation (grade level reported; students take two forms, one with a calculator and one without); the Strategic Instruction Model of the University of Kansas Center for Research on Learning (SIM) Paragraph Writing (the percent of mastery on the identified criteria reported). In 2015-2016, based on the recommendations of the leadership team, the reading assessment was changed to the Flynt Cooter Reading Inventory and the process of exploring alternate assessments for math and writing began. The iReady online assessments for reading and math from the Curriculum Associates were identified as a meaningful assessment tool to add to our repertoire of beginning and end-of-year assessments. These assessments were introduced in the 2016-2017 school year. The following data represents the student achievement levels using the Brigance (with and without a calculator) comparing levels from the last two school years, a comparison of the iReady assessment results with the Flynt Cooter (reading) and the Brigance (math) assessment results for the 2016-2017 school year, and graphs showing the student achievement levels using the Flynt Cooter comparing levels from the last two school years.

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CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven

Subject

Percentage of Students Meeting or Exceeding the State Standards

School District State

2015–16 2016–17 2015–16 2016–17 2015–16 2016–17

English Language Arts/Literacy (grades 3-8 and 11)

* * * * * *

Mathematics (grades 3-8 and 11)

* * * * * *

* 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. CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2016–17)

Student Group

Total

Enrollment Number Tested

Percent Tested

Percent Met or

Exceeded

All Students 76 40 53% 0%

Male 60 33 55% 0%

Female 16 7 44% 0%

Black or African American

-- -- -- --

American Indian or Alaska Native

-- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 14 -- -- --

Native Hawaiian or Pacific Islander

-- -- -- --

White 44 21 48% 0%

Two or More Races -- -- -- --

Socioeconomically Disadvantaged

-- -- -- --

English Learners -- -- -- --

Students with Disabilities

76 40 53% 0%

Students Receiving Migrant Education Services

-- -- -- --

Foster Youth -- -- -- --

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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. CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2016–17)

Student Group

Total

Enrollment Number Tested

Percent Tested

Percent Met or

Exceeded

All Students 76 40 53% 0%

Male 60 33 55% 0%

Female 16 7 44% 0%

Black or African American

-- -- -- --

American Indian or Alaska Native

-- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 14 -- -- --

Native Hawaiian or Pacific Islander

-- -- -- --

White 44 21 48% 0%

Two or More Races -- -- -- --

Socioeconomically Disadvantaged

-- -- -- --

English Learners -- -- -- --

Students with Disabilities

76 40 53% 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–

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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 Ten

Subject

Percentage of Students Scoring at Proficient or Advanced


2014–15 2015–16 2014–15 2015–16 2014–15 2015–16

Science (grades 5, 8,and 10)

-- -- n/a n/a n/a n/a

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: 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. Note: The 2016-17 data are not available. The California Department of Education 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 piloted in spring 2017. The CST and CMA for Science will no longer be administered. Career Technical Education Programs (School Year 2016–17)

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 Participation (School Year 2016–17)

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

Frostig’s high school curriculum does not meet the criteria to meet the A-G requirements for CSU and UC admission. One of the primary requirements for A-G approval is that teachers delivering instruction must have single subject credentials. Frostig teachers all possess their education specialist credentials, but not subject specific credentials. Therefore, A-G approval cannot be obtained by The Frostig School.

UC/CSU Course Measure Percent

2016–17 Pupils Enrolled in Courses Required for UC/CSU Admission

n/a

2015–16 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 2016–17)

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 N/A N/A N/A

7 N/A N/A N/A

9 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.

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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 schoolsite

Opportunities for Parental Involvement (School Year 2017–18)

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.

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State Priority: Pupil Engagement

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

High school dropout rates; and

High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2013–14

2014–15

2015–16

2013–14

2014–15

2015–16

2013–14

2014–15

2015–16

Dropout Rate 0% 0% 0% n/a n/a n/a n/a n/a n/a

Graduation Rate

100% 100% 100% n/a n/a n/a n/a n/a n/a

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Completion of High School Graduation Requirements – Graduating Class of 2016 (One-Year Rate)

Student Group School District State

All Students 100%

Black or African American --

American Indian or Alaska Native --

Asian --

Filipino --

Hispanic or Latino --

Native Hawaiian or Pacific Islander --

White --

Two or More Races --

Socioeconomically Disadvantaged --

English Learners --

Students with Disabilities 100%

Foster Youth --

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


2014–15

2015–16

2016–17

2014–15

2015–16

2016–17

2014–15

2015–16

2016–17

Suspensions 1 2 5

Expulsions 0 0 1

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School Safety Plan (School Year 2017–18)

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. 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.

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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. Federal Intervention Program (School Year 2017–18)

Indicator School District

Program Improvement Status n/a n/a

First Year of Program Improvement n/a n/a

Year in Program Improvement n/a n/a

Number of Schools Currently in Program Improvement

n/a n/a

Percent of Schools Currently in Program Improvement

n/a n/a

Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary)

Grade Level

Avg. Class Size

2014–15 Number of Classes*

Avg. Class Size


Avg. Class Size


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

4-5 11 1

1-4 10 1 11 2

5 11 1

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).

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Average Class Size and Class Size Distribution (Secondary)

Subject Avg. Class Size


Avg. Class Size


Avg. Class Size


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

English 11 4 8.5 5 11 5

Mathematics

8.5 4 8.5 6 10 7

Science 9.75 4 15.5 2 11.5 3

Social Science

10 3 10 4 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.

Academic Counselors and Other Support Staff (School Year 2016–17)

Title Number of FTE*

Assigned to School

Average Number of Students per

Academic Counselor

Academic Counselor 1

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 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 2015–16)

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

Types of Services Funded (Fiscal Year 2016–17)

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 2015–16)

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/.

To be provided by LEA

http://www.cde.ca.gov/ds/fd/cs/

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Advanced Placement (AP) Courses (School Year 2016–17)

Questions regarding courses offered to secondary students can be directed to Jenny Janetzke, Principal. 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 2016, 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:

All students needed more support with conceptual understanding in math.

We need to deepen our understanding of how to help students develop Executive Functioning skills and how to support students on the Autism Spectrum.

The staff uses (and relies on) a wide variety of supplemental materials and resources for teaching.

We are more consistent with using research based instructional strategies however this should continue to be explored and monitored.

Designated time for reading groups across classrooms is a valuable way to hold each other accountable for teaching in small groups.

We need more consistent and reliable math and writing assessment tools.

As a result of this analysis and evaluation, the principal and staff agreed to focus on two main areas for professional development during the 2016-2017 school year. Those two areas include Executive Functioning and the use of the iReady assessment for math and reading. For Executive Functioning, our professional development goals included:

Identify and consistently use organizational tools such as planners to support students.

Understand the components of Executive Functioning, how those skills develop, and how we can help students learn to use them through direct instruction in the classroom setting.

To address the area of using the iReady assessment for math and reading, our professional development goals included:

Understanding how the tests are set up and how to administer them.

Learn how to access the test data from the program using their charts, graphs, and reports.

Teach parents how to access the online practice portal through iReady to enhance their child’s learning at home.

Identify which strands and skills each child needs to master in order to assist with writing IEP goals. Opportunities for professional development include Thursday Team Meetings, Orientation Week (4 days held prior to the first day of school), two Pupil Free Days during the year, and three days of training with a math consultant. In addition, staff members are provided opportunities to attend professional conferences and workshops which include the Computer Use in Education conference, the Council for Exceptional Children conference, and the International Dyslexic Association conference. In addition to training in Executive Functioning and iReady, the Frostig staff participated in professional development to renew their certification in first aid and CPR as well as to become certified in Crisis Prevention Intervention (CPI) as required by the California Department of Education.

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