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Tobinworld's

Cookbook!

 

 

 


California Department of Education

School Accountability Report Card

Reported Using Data from the 2016-17 School Year

Published During 2017-18


 

 

 

For         ...Tobinworld Non-Public School

 

Address:    920 E. Broadway St.                                 Phone:             (818) 247-7474

Principal:   Chris Lougheed                                        Grade Span:   K-12

 

 

 

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

 

About This School

 

 

District Contact Information - Most Recent Year

District Name

NPS

Phone Number

(818) 247-7474

Superintendent

N/A

E-mail Address

c.lougheed@tobinworld.org

Web Site

www.tobinworld.org

 

 

School Contact Information -Most Recent Year

School Name

Tobinworld

Street

920 E. Broadway St.

City, State, Zip

Glendale, Ca, 91205

Phone Number

(818) 247-7474

Principal

Chris Lougheed

E-mail Address

c.lougheed@tobinworld.org

Web Site

www.tobinworld.org

County-District-School (CDS) Code

19-64568-6900278

 

School Description and Mission Statement - Most Recent Year

Tobinworld is a coed day school serving students with behavioral problems between the ages of 5 and 22.  Typically, Tobinworld students are qualified for special education services with one of the following diagnoses: emotional disturbance, autism, developmental disabilities or severe learning disorder. Students with other health impairments are also accepted. At Tobinworld, problem behaviors are treated with a highly consistent, individualized and structured positive behavior support program that features a wide variety of reward opportunities. Academic instruction is highly individualized and includes the use of direct, programmed and computer-aided instruction. One of the main goals for students at Tobinworld is to achieve improvement in behavioral and academic performance in order to successfully transition to mainstream public school and/or to community program sheltered work.

 

 

 

 

 

 

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

Grade Level

Number of Students

Kindergarten

0

Grade 1

1

Grade 2

13

Grade 3

17

Grade 4

20

Grade 5

21

Grade 6

26

Grade 7

26

Grade 8

24

Ungraded Elementary

0

Grade 9

26

Grade 10

22

Grade 11

23

Grade 12

18

Ungraded Secondary

43

Total Enrollment

280

 


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

Student Group

Percent of

Total Enrollment

Black or African American

28%

American Indian or Alaska Native

0.3%

Asian

1.0%

Filipino

1.0%

Hispanic or Latino

60%

Native Hawaiian or Pacific Islander

0.7%

White

9%

Two or More Races

0%

Socioeconomically Disadvantaged

99%

English Learners

36%

Students with Disabilities

100%

Foster Youth

12%

 

 

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

2014-15

School

2015-16

School

2016-17

District

2016-17

With Full Credential

22

20

20

N/A

Without Full Credential

3

3

2

N/A

Teaching Outside Subject Area of Competence (with full credential)

N/A

N/A

N/A

N/A

 

 

Teacher Misassignments and Vacant Teacher Positions

Indicator

2014-15

2015-16

2016-17

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.


Core Academic Classes Taught by Highly Qualified Teachers
(School Year 2016-17)

Location of Classes

Percent of Classes In Core Academic Subjects

Taught by

Highly Qualified Teachers

Percent of Classes In Core Academic Subjects

Not Taught by

Highly Qualified Teachers

This School 

100%

0

All Schools in District

N/A

N/A

High-Poverty Schools in District

N/A

N/A

Low-Poverty Schools in District

N/A

N/A

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

 

 

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

 

Year and month in which the data were collected:             June 2016          .

 

Subject

Textbooks and Instructional Materials/year of Adoption

From Most Recent Adoption?

Percent Students Lacking Own Assigned Copy

Reading/Language Arts

2016

Y

0

Mathematics

2016

Y

0

Science

2016

Y

0

History-Social Science

2016

Y

0

Foreign Language

2016

Y

0

Health

2016

Y

0

Visual and Performing Arts

2016

Y

0

Science Laboratory Equipment (grades 9-12)

N/A

N/A

N/A

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

School Facility Conditions and Planned Improvements- Most Recent Year

 

Tobinworld ensures that the school campus is clean, safe and functional. To assist in this effort, periodic, planned inspections are made by the school maintenance management team. At Tobinworld, inspection is an essential part of hazard control and we view all inspections as a fact-finding, not fault-finding. We will emphasize locating potential hazards that can adversely affect safety and health. All personnel will be responsible for continuous, ongoing inspection of the workplace. When uncovered, potentially hazardous conditions will be corrected immediately or a report will be filed to initiate corrective action. 

 

In the schools efforts to keep students safe on school grounds before, during, and after the school day, Tobinworld requires all classroom staff and administrative staff to be assigned in supervising designated location areas before and after school during the unloading and loading of buses in the AM morning and PM afternoon times. The school also provides limited/controlled access of campus entrances during the school day. All visitors are to check in with the secretary at the front desk of the schools main office building. Any students arriving late to the campus are to also check in with the secretary at the office main front desk. Supervision of grounds and buildings is required by teachers, teacher�s aides and administrators at Tobinworld at all times during the school day.

Tobinworld has 22 classrooms, a library, a reward store room, a teen lounge reward room, and an administration building. The school maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Tobinworld has adopted cleaning standards for all buildings at the campus site. A summary of these standards is available at the school personnel office. The school maintenance director at Tobinworld works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

 


School Facility Good Repair Status - Most Recent Year

Using the most recent 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 in which the data were collected:             02/2018          .

 

System Inspected

Repair Needed and

Action Taken or Planned

Good

Fair

Poor

 

Systems: Gas Leaks, Mechanical/HVAC, Sewer

Yes

 

 

 

Interior: Interior Surfaces

Yes

 

 

 

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

Yes

 

 

 

Electrical: Electrical

Yes

 

 

 

Restrooms/Fountains: Restrooms, Sinks/ Fountains

Yes

 

 

 

Safety: Fire Safety, Hazardous Materials

Yes

 

 

 

Structural: Structural Damage, Roofs

Yes

 

 

 

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

Yes

 

 

 

 

 

Overall Facility Rate � Most Recent Year

 

Year and month in which the data were collected     02/2018 .

 

Overall Rating

Exemplary

Good

Fair

Poor

 

Yes

 

 

 

 

 

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], Science California Standards Tests); and
  • The percentage of pupils 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
    California Assessment of Student Performance and Progress Results for All Students (School Year 2016-17)

Subject

Percent of Students Meeting or Exceeding the State Standards

School

District

State

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

0%

N/A

N/A

Mathematics
(grades 3-8 and 11)

0%

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.

 

 

CAASPP Assessment Results � English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three through Eight and Eleven
(School Year 2016-17)

ELA - Grade 3

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

12

12

100%

100%

0%

0%

0%

Male

12

12

100%

100%

0%

0%

0%

Female

0

0

0%

0%

0%

0%

0%

Black or African American

2

2

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

9

9

100%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

1

1

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

12

12

100%

100%

0%

0%

0%

English Learners

2

2

100%

100%

0%

0%

0%

Students with Disabilities

12

12

100%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.


* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded


ELA - Grade 4

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

14

12

86%

100%

0%

0%

0%

Male

13

11

85%

100%

0%

0%

0%

Female

1

1

100%

100%

0%

0%

0%

Black or African American

3

3

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

9

82%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

0

0

0%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

14

12

86%

100%

0%

0%

0%

English Learners

7

7

100%

100%

0%

0%

0%

Students with Disabilities

14

12

86%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


ELA - Grade 5

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

15

15

100%

100%

0%

0%

0%

Male

13

13

100%

100%

0%

0%

0%

Female

2

2

100%

100%

0%

0%

0%

Black or African American

4

4

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

11

100%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

0

0

0%

0%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

15

15

100%

100%

0%

0%

0%

English Learners

6

6

100%

100%

0%

0%

0%

Students with Disabilities

15

15

100%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


ELA - Grade 6

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

19

16

84%

100%

0%

0%

0%

Male

18

15

83%

100%

0%

0%

0%

Female

1

1

100%

100%

0%

0%

0%

Black or African American

5

3

60%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

13

12

92%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

1

1

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

19

16

84%

100%

0%

0%

0%

English Learners

7

6

86%

100%

0%

0%

0%

Students with Disabilities

19

16

84%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 


ELA - Grade 7

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

18

15

83%

100%

0%

0%

0%

Male

14

11

79%

100%

0%

0%

0%

Female

4

4

100%

100%

0%

0%

0%

Black or African American

7

5

71%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

10

91%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

0

0

0%

0%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

18

15

83%

100%

0%

0%

0%

English Learners

3

3

100%

100%

0%

0%

0%

Students with Disabilities

18

15

83%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


ELA - Grade 8

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

15

14

93%

100%

0%

0%

0%

Male

13

12

92%

100%

0%

0%

0%

Female

2

2

100%

100%

0%

0%

0%

Black or African American

2

2

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

10

91%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

2

2

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

15

14

93%

100%

0%

0%

0%

English Learners

6

5

83%

100%

0%

0%

0%

Students with Disabilities

15

14

93%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


ELA - Grade 11

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

11

10

91%

100%

0%

0%

0%

Male

11

10

91%

100%

0%

0%

0%

Female

0

0

0%

0%

0%

0%

0%

Black or African American

4

3

75%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

6

6

100%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

1

1

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

11

10

91%

100%

0%

0%

0%

English Learners

4

4

100%

100%

0%

0%

0%

Students with Disabilities

11

10

91%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 


CAASPP Assessment Results - Mathematics

Disaggregated by Student Groups, Grades Three through Eight and Eleven
(School Year 2016-17)

Mathematics - Grade 3

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

12

12

100%

100%

0%

0%

0%

Male

12

12

100%

100%

0%

0%

0%

Female

0

0

0%

0%

0%

0%

0%

Black or African American

2

2

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

9

9

100%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

1

1

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

12

12

100%

100%

0%

0%

0%

English Learners

2

2

100%

100%

0%

0%

0%

Students with Disabilities

12

12

100%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


Mathematics - Grade 4

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

14

12

86%

100%

0%

0%

0%

Male

13

11

85%

100%

0%

0%

0%

Female

1

1

100%

100%

0%

0%

0%

Black or African American

3

3

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

9

82%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

0

0

0%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

14

12

86%

100%

0%

0%

0%

English Learners

7

7

100%

100%

0%

0%

0%

Students with Disabilities

14

12

86%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


Mathematics - Grade 5

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

15

15

100%

100%

0%

0%

0%

Male

13

13

100%

100%

0%

0%

0%

Female

2

2

100%

100%

0%

0%

0%

Black or African American

4

4

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

11

100%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

0

0

0%

0%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

15

15

100%

100%

0%

0%

0%

English Learners

6

6

100%

100%

0%

0%

0%

Students with Disabilities

15

15

100%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


Mathematics - Grade 6

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

19

16

84%

100%

0%

0%

0%

Male

18

15

83%

100%

0%

0%

0%

Female

1

1

100%

100%

0%

0%

0%

Black or African American

5

3

60%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

13

12

92%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

1

1

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

19

16

84%

100%

0%

0%

0%

English Learners

7

6

86%

100%

0%

0%

0%

Students with Disabilities

19

16

84%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 


Mathematics - Grade 7

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

18

15

83%

100%

0%

0%

0%

Male

14

11

79%

100%

0%

0%

0%

Female

4

4

100%

100%

0%

0%

0%

Black or African American

7

5

71%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

10

91%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

0

0

0%

0%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

18

15

83%

100%

0%

0%

0%

English Learners

3

3

100%

100%

0%

0%

0%

Students with Disabilities

18

15

83%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


Mathematics - Grade 8

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

15

14

93%

100%

0%

0%

0%

Male

13

12

92%

100%

0%

0%

0%

Female

2

2

100%

100%

0%

0%

0%

Black or African American

2

2

100%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

11

10

91%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

2

2

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

15

14

93%

100%

0%

0%

0%

English Learners

6

5

83%

100%

0%

0%

0%

Students with Disabilities

15

14

93%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


Mathematics - Grade 11

Student Groups

Total Enrollment

Number Tested

Percent Tested

Percent

Achievement

Level 1*

Percent

Achievement

Level 2*

Percent

Achievement

Level 3*

Percent

Achievement

Level 4*

All Students

11

10

91%

100%

0%

0%

0%

Male

11

10

91%

100%

0%

0%

0%

Female

0

0

0%

0%

0%

0%

0%

Black or African American

4

3

75%

100%

0%

0%

0%

American Indian or Alaska Native

0

0

0%

0%

0%

0%

0%

Asian

0

0

0%

0%

0%

0%

0%

Filipino

0

0

0%

0%

0%

0%

0%

Hispanic or Latino

6

6

100%

100%

0%

0%

0%

Native Hawaiian or Pacific Islander

0

0

0%

0%

0%

0%

0%

White

1

1

100%

100%

0%

0%

0%

Two or More Races

0

0

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

11

10

91%

100%

0%

0%

0%

English Learners

4

4

100%

100%

0%

0%

0%

Students with Disabilities

11

10

91%

100%

0%

0%

0%

Students Receiving Migrant Education Services

0

0

0%

0%

0%

0%

0%

Foster Youth

--

--

--

--

--

--

--

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 students that did not receive a score; 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 students with scores.

 

* Level 1 = Standard not met

  Level 2 = Standard nearly met

  Level 3 = Standard met

  Level 4 = Standard exceeded

 

 

 


California Standards Tests for All Students in Science - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)

School

District

State

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

Science (grades 5, 8, and 10)

0%

2%

0%

DPL

DPL

DPL

DPC

DPC

DPC

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.

 

 

California Standards Tests Results by Student Group in Science
(School Year 2016-17)

Student Group

Percent of Students Scoring at

Proficient or Advanced

All Students in the LEA

DPL

All Students at the School

0%

Male

0%

Female

0%

Black or African American

0%

American Indian or Alaska Native

0%

Asian

0%

Filipino

0%

Hispanic or Latino

0%

Native Hawaiian or Pacific Islander

0%

White 

0%


Two or More Races

0%

Socioeconomically Disadvantaged

0%

English Learners

0%

Students with Disabilities

0%

Students Receiving Migrant Education Services

0%

Foster Youth

0%

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

State Priority: Other Pupil Outcome

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes
(Priority 8):

  • Pupil outcomes in the subject areas of English, mathematics, and physical education

 

 

 

California High School Exit Examination Results for Grade Ten Students � Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced

School

District

State

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

English Language Arts

9%

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Mathematics

6%

N/A

N/A

N/A

N/A

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.

 

 

 

 

California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percent of Students Meeting Four of Six

Fitness Standards

Percent of Students Meeting Five of Six

Fitness Standards

Percent of Students Meeting Six of Six

Fitness Standards

5

15%

10%

20%

7

6%

0%

0%

9

8%

8%

0%

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.

 

 


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 - Most Recent Year

Opportunities for Parental Involvement include written notice of upcoming IEP meetings with flexible dates available to accommodate parent needs. Administrative accessibility is ongoing with a mandate to respond to, and make every effort to resolve, areas of concerns in a timely manner. Meetings with school staff and parents are made readily available in a very timely manner. Drop ins are welcome and school staff make every effort to address concerns.

 

 

 

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

School

District

State

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

Dropout Rate

0

0

0

DPL

DPL

DPL

DPC

DPC

DPC

Graduation Rate

3%

2%

2%

DPL

DPL

DPL

DPC

DPC

DPC

 

 

Completion of High School Graduation Requirements - Graduating Class of 2017

Group

School

District

State

All Students

3

N/A

N/A

Black or African American

1

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

2

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

3

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

District

State

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

Suspensions

3

12

12

N/A

N/A

N/A

N/A

N/A

N/A

Expulsions

0

0

0

N/A

N/A

N/A

N/A

N/A

N/A

 

 

School Safety Plan - Most Recent Year

Tobinworld provides a comprehensive school safety plan that is reviewed, updated and discussed with the school faculty on a regular basis. The main key elements of the safety plan can be located in the Tobinworld Disaster and Mass Casualty Plan of Action manual and also in the Tobinworld Emergency Procedures manual. Key elements of the school safety plan are as follows: pupil drill; teacher drill; school safety committee personnel description and responsibilities; emergency operations center personnel and its location; description and responsibilities of a triage team; search and rescue teams; fire suppression team and utility survey team; emergency appointed assembly team; student/staff accounting team; parent/student reunion gate team; and a psychological first aid team. The safety plan also includes the school/site map description of student/staff assembly area location, emergency student/staff evacuation routes, utility shut-off locations, fire extinguishers and first aid kits and emergency supplies location. The school evacuation plan includes all possible and safe evacuation routes. Key elements of the evacuation plan include student release procedures, parent/student reunion access, student emergency housing, designated school supervision, and family reunion plan. A safety committee is created at Tobinworld comprising of the maintenance director, controller, school nurse, and a teacher. Safety meetings are held for all staff concerning safety matters that can be discussed as an agenda during our weekly staff meetings.

 

 

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.

 

 

Adequate Yearly Progress Overall and by Criteria (School Year 2016-17)

AYP Criteria

School

District

State

Made AYP Overall

Yes

N/A

N/A

Met Participation Rate � English Language Arts

Yes

N/A

N/A

Met Participation Rate � Mathematics

Yes

N/A

N/A

Met Percent Proficient � English Language Arts

No

N/A

N/A

Met Percent Proficient � Mathematics

No

N/A

N/A

Met Attendance Rate

Yes

N/A

N/A

Met Graduation Rate

Yes

N/A

N/A

 

 

Federal Intervention Program (School Year 2016-17)

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

DPC

Percent of Schools Currently in Program Improvement

N/A

DPC

Note: Cells with N/A 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

2015-16

Number of

Classes*

Avg.

Class

Size

2016-17

Number of

Classes*

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K

12

1

0

0

12

1

0

0

12

1

0

0

1

12

1

0

0

12

1

0

0

12

1

0

0

2

12

1

0

0

12

1

0

0

12

1

0

0

3

12

1

0

0

12

1

0

0

12

1

0

0

4

12

1

0

0

12

1

0

0

12

1

0

0

5

12

1

0

0

12

1

0

0

12

1

0

0

6

12

1

0

0

12

1

0

0

12

1

0

0

Other

-

-

-

-

-

-

-

-

-

-

-

-

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

 

 

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg.

Class

Size

2014-15

Number of Classes*

Avg.

Class

Size

2015-16

Number of Classes*

Avg.

Class

Size

2016-17

Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

12

4

0

0

12

4

0

0

12

4

0

0

Mathematics

12

4

0

0

12

4

0

0

12

4

0

0

Science

12

4

0

0

12

4

0

0

12

4

0

0

Social Science

12

4

0

0

12

4

0

0

12

4

0

0

* 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

5

30

Counselor (Social/Behavioral or Career Development)

6

25

Library Media Teacher (librarian)

-

N/A

Library Media Services Staff (paraprofessional)

-

N/A

Psychologist

-

N/A

Social Worker

-

N/A

Nurse

1

N/A

Speech/Language/Hearing Specialist

5

N/A

Resource Specialist (non-teaching)

-

N/A

Other (Occupational Therapist

-

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.

 

 

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

Level

Total

Expenditures

Per Pupil

Expenditures

Per Pupil

(Supplemental/

Restricted)

Expenditures

Per Pupil

(Basic/

Unrestricted)

Average

Teacher

Salary

School Site

N/A

N/A

N/A

N/A

District

N/A

N/A

N/A

N/A

Percent Difference � School Site and District

N/A

N/A

N/A

N/A

State

N/A

N/A

N/A

N/A

Percent Difference � School Site and State

N/A

N/A

N/A

N/A

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

 

 

To be provided by LEA

 
Types of Services Funded (Fiscal Year 2016-17)

DPL

 

 

 

Teacher and Administrative Salaries (Fiscal Year 2016-17)

Category

District

Amount

State Average

For Districts

In Same Category

Beginning Teacher Salary

N/A

N/A

Mid-Range Teacher Salary

N/A

N/A

Highest Teacher Salary

N/A

N/A

Average Principal Salary (Elementary)

N/A

N/A

Average Principal Salary (Middle)

N/A

N/A

Average Principal Salary (High)

N/A

N/A

Superintendent Salary

N/A

N/A

Percent of Budget for Teacher Salaries

N/A

N/A

Percent of Budget for Administrative Salaries

N/A

N/A

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

 

 


Advanced Placement Courses (School Year 2016-17)

Subject

Number of

AP Courses Offered*

Percent of Students

In AP Courses

Computer Science

N/A

N/A

English

N/A

N/A

Fine and Performing Arts

N/A

N/A

Foreign Language

N/A

N/A

Mathematics

N/A

N/A

Science

N/A

N/A

Social Science

N/A

N/A

All Courses

N/A

N/A

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

 

* Where there are student course enrollments.

 

Note: AP means Advanced Placement.

 

 

Professional Development - Most Recent Three Years

All staff, administrators, teachers aides, and bus drivers, are required to participate in the 2 week Tobinworld Training program as part of their acceptance of employment. The fundamental premise of this program is that the insights, perspectives, and approaches derived from behavioral psychology, in particular areas known as operant conditioning and experimental analysis of behavior, are the most effective tools for understanding and changing behavior.

 The behavioral management system is learned by all employees to assure consistency and the highest degree of positive growth for each student. In addition to the initial training, refresher courses are offered periodically as the need arises or there is a change in the law.

 Once a month, the teachers are required to attend a half-day teachers in-service. These meetings are presented by the administrative staff or outside speakers. Recent topics which have been presented include: School Safety in a Disaster; Writing Behavioral Support Plans; The Whys and How�s of a Functional Analysis and Behavior Intervention Plan; Writing Effective Lesson Plans; The Effect of Nutrition on Medication; and the Benefits of Computerized IEPs.

 The teachers are encouraged to attend workshops sponsored by various school districts or conferences, and by professional organizations. Teachers involved in University Internship Programs are mentored by an administrator on campus. The administrative staff routinely visits the classrooms and provides coaching to the teacher as the need arises. Either private conferences or grade level meeting are held by the Assistant Principals to provide teachers or aides with assistance in implementing the academic and behavioral programs.

 Administrators have an open-door policy and any employee can approach any member of the administrative staff for assistance.