|
School Accountability Report
Card Reported for School
Year 2009-10
Published During 2010-11
|
The School Accountability Report Card (SARC), which is
required by law to be published annually,
contains information about the condition and performance of
each California public school. More
information about SARC requirements is available at the
California Department of Education (CDE)
Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional
information about the school,
parents and community members should contact the school
principal or the district office.
DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional
information about this school and comparisons of the school
to the district, the county, and the state.
I. About This School
Contact Information
This section provides the school’s contact information.
|
School
|
District
|
|
School Name
|
Hawthorne
Academy
|
District Name
|
NPS
|
|
Street
|
12500 Ramona
Ave.
|
Phone Number
|
310-644-8841
|
|
City, State, Zip
|
Hawthorne, CA
90250
|
Web Site
|
www.hawthorneacademy.com
|
|
Phone Number
|
(310)
644-8841
|
Superintendent
|
Ray Richard
|
|
Principal
|
Ray Richard
|
E-mail Address
|
ray.richard@valleyhs.com
|
|
E-mail Address
|
ray.richard@valleyhs.com
|
---
|
---
|
School Description and Mission Statement
This section provides information about the school’s goals
and programs.
|
Hawthorne Academy provides special
education services to students, ages 9-22, in grades 4-12 who have emotional,
learning and developmental disabilities-including, Aspberger's Syndrome, high
functioning Autism, and Mental Retardation. Hawthorne Academy works towards
mastery of state standards to meet the educational needs and curriculum
requirements of our students. An alternative, functional curriculum prepares
students who are not on a diploma track for post high school by developing their
social, basic academic, vocational and citizenship skills. Our
program utilizes a structured behavior management program that emphasizes
positive reinforcement and accountability. The school offers
individual counseling, language and speech and transition services by
appropriately licensed/credentialed staff. Transportation is available for
students who fall within routes provided by the school and based upon
availability of seats on vans. Other transportation arrangements can be made.
Hawthorne Academy actively pursues preparing students for mainstreaming back
into public schools, occupational centers, community colleges and jobs in the
community. Occupation Therapy Training Program is available to Students
who qualify.
Mission
Statement
It is our mission to graduate or mainstream every
student. Working together we will strive to create a positive,
safe environment where everybody is respected. Here students will
gain a sense of self-worth and individuality through academic and behavioral
achievement. We will encourage our students to work hard and
demonstrate the behavior and skills necessary to succeed in both public school
and life.
|
Opportunities for Parental Involvement
This section provides information about opportunities for
parents to become involved with school activities.
|
Parents are expected to participate in IEP meetings,
formal and informal meetings with teachers and administration. Conferences can
be arranged at parent request.
|
Student Enrollment by Grade Level
This table displays the number of students enrolled in each
grade level at the school.
|
Grade
Level
|
Number of
Students
|
Grade
Level
|
Number of
Students
|
|
Kindergarten
|
0
|
Grade 8
|
6
|
|
Grade 1
|
0
|
Ungraded Elementary
|
0
|
|
Grade 2
|
0
|
Grade 9
|
20
|
|
Grade 3
|
0
|
Grade 10
|
23
|
|
Grade 4
|
0
|
Grade 11
|
15
|
|
Grade 5
|
5
|
Grade 12
|
19
|
|
Grade 6
|
3
|
Ungraded Secondary
|
0
|
|
Grade 7
|
4
|
Total Enrollment
|
83
|
Student Enrollment by Group
This table displays the percent of students enrolled at the
school who are identified as being in a particular group.
|
Group
|
Percent
of
Total
Enrollment
|
Group
|
Percent
of
Total
Enrollment
|
|
African American
|
83%
|
White (not Hispanic)
|
4%
|
|
American Indian or Alaska Native
|
0%
|
Multiple or No Response
|
0
|
|
Asian
|
0
|
Socio-economically Disadvantaged
|
UNK
|
|
Filipino
|
0%
|
English Learners
|
8%
|
|
Hispanic or Latino
|
24%
|
Students with Disabilities
|
100%
|
|
Pacific Islander
|
1%
|
---
|
---
|
Average Class Size and Class Size Distribution
(Elementary)
This table displays by grade level the average class size and
the number of classrooms that fall into each size
category (a range of total students per classroom).
|
Grade
Level
|
2006-07
|
2007-08
|
2008-09
|
|
Avg.
Class
Size
|
Number
of
Classrooms
|
Avg.
Class
Size
|
Number
of
Classrooms
|
Avg.
Class
Size
|
Number
of
Classrooms
|
|
1-20
|
21-32
|
33+
|
1-20
|
21-32
|
33+
|
1-20
|
21-32
|
33+
|
|
K
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
2
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
4
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
5
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
6
|
3
|
1
|
0
|
0
|
2
|
1
|
0
|
0
|
1
|
1
|
0
|
0
|
|
K-3
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
3-4
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
4-8
|
12
|
1
|
0
|
0
|
12
|
1
|
0
|
0
|
12
|
1
|
0
|
0
|
|
Other
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
Average Class Size and Class Size Distribution
(Secondary)
This table displays by subject area the average class size
and the number of classrooms that fall into each size
category (a range of total students per classroom).
|
Subject
|
2006-07
|
2007-08
|
2008-09
|
|
Avg.
Class
Size
|
Number of
Classrooms
|
Avg.
Class
Size
|
Number of
Classrooms
|
Avg.
Class
Size
|
Number of
Classrooms
|
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
|
English
|
7
|
12
|
0
|
0
|
7
|
11
|
0
|
0
|
7
|
12
|
0
|
0
|
|
Mathematics
|
7
|
7
|
0
|
0
|
8
|
7
|
0
|
0
|
5
|
11
|
0
|
0
|
|
Science
|
7
|
6
|
0
|
0
|
8
|
4
|
0
|
0
|
6
|
7
|
0
|
0
|
|
Social Science
|
7
|
6
|
0
|
0
|
7
|
7
|
0
|
0
|
6
|
8
|
0
|
0
|
Participation in the Class Size Reduction
Program
This table displays the percent of students in kindergarten
through grade 3 who were assigned to a classroom that
participated in the Class Size Reduction Program.
Hawthorne Academy does not participate in this program.
II. School Climate
School Safety Plan
This section provides information about the school's
comprehensive safety plan.
|
Hawthorne Academy follows the California Department of
Education's policies and procedures for school
safety.
|
School Discipline Practices
This section provides information about the school's efforts
to create and maintain a positive learning environment,
including the school’s use of disciplinary strategies.
Our program operates a school wide behavior managemant
program that is followed in each of its classrooms. We have a Dean as well as two
Behavior Specialist who work with classroom staff to see consistent use of the
systems. We utilize a three tiered token economy system where students are
reinforced for attendance, appropriate behavior, and work productivity. We also
provide additional reinforcement through special contracting for a targeted
behavior for students who require higher levels of reinforcement. We have
specific consequences for behavior so that students are held responsible for
their actions. Dean and administrative staff coordinate communication with
parents so that they have a clear understanding of their child's behavior and
can be involved in helping their child make progress and be successful at
school. The Behavior Intervention Case Managers (BICM) are Todd Bursaw and
Stephanie Powell.
|
Suspensions and Expulsions
This table displays the rate of suspensions and expulsions
(the total number of incidents divided by the total enrollment) at the school and district levels for the most recent
three-year period.
|
Rate
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
Suspensions
|
<1%
|
<1%
|
<1%
|
NA
|
NA
|
NA
|
|
Expulsions
|
0
|
0
|
0
|
NA
|
NA
|
NA
|
III. School Facilities
School Facility Conditions and Improvements
This section provides information about the condition
of the school’s grounds, buildings, and restrooms,
and a description of any planned or recently completed
facility improvements.
|
The Hawthorne Academy is maintained in good condition through
constant maintenance and ongoing repairs as needed. Building maintenance is
assessed daily. The school interior is cleaned and vacuumed daily. Student and
staff restrooms are cleaned and disinfected daily.
|
School Facility Good Repair Status
This table displays the results of the most recently
completed school site inspection to determine the
school facility’s good repair status.
|
Item
Inspected
|
Facility
in
Good
Repair
|
Repair Needed
and
Action Taken or
Planned
|
|
Yes
|
No
|
|
Gas Leaks
|
Yes
|
|
|
|
Mechanical Systems
|
Yes
|
|
|
|
Windows/Doors/Gates (interior and
exterior)
|
Yes
|
|
|
|
Interior Surfaces (walls, floors, and
ceilings)
|
Yes
|
|
|
|
Hazardous Materials (interior and
exterior)
|
Yes
|
|
|
|
Structural Damage
|
Yes
|
|
|
|
Fire Safety
|
Yes
|
|
|
|
Electrical (interior and exterior)
|
Yes
|
|
|
|
Pest/Vermin Infestation
|
Yes
|
|
|
|
Drinking Fountains (inside only)
|
Yes
|
|
|
|
Restrooms
|
Yes
|
|
|
|
Sewer
|
Yes
|
|
|
|
Playground/School Grounds
|
Yes
|
|
|
|
Offices
|
Yes
|
|
|
IV. Teachers
Teacher Credentials
This table displays the number of teachers assigned to the
school with a full credential, without a full credential,
and those teaching outside of their subject area of
competence. Detailed information about teacher qualifications
can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
|
Teachers
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2008-09
|
|
With Full Credential
|
4
|
5
|
8
|
NA
|
|
Without Full Credential
|
8
|
6
|
3
|
NA
|
|
Teaching Outside Subject Area of
Competence
|
0
|
0
|
0
|
NA
|
Teacher Misassignments and Vacant Teacher
Positions
This table displays the number of teacher misassignments
(teachers assigned without proper legal authorization)
and the number of vacant teacher positions (not filled by a
single designated teacher assigned to teach the
entire course at the beginning of the school year or
semester). Note: Total Teacher Misassignments includes
the number of Misassignments of Teachers of English
Learners.
|
Indicator
|
2008-09
|
2009-10
|
|
Misassignments of Teachers of English
Learners
|
0
|
0
|
|
Total Teacher Misassignments
|
0
|
0
|
|
Vacant Teacher Positions
|
0
|
0
|
Core Academic Classes Taught by No Child Left
Behind Compliant
Teachers in 2009-2010
This table displays the percent of classes in core academic
subjects taught by No Child Left Behind (NCLB)
compliant and non-NCLB compliant teachers at the school, at
all schools in the district, at high-poverty
schools in the district, and at low-poverty schools in the
district. More information on teacher qualifications
required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
|
Location of
Classes
|
Percent of Classes
In Core Academic Subjects
|
|
Taught
by
NCLB Compliant
Teachers
|
Taught
by
Non-NCLB Compliant
Teachers
|
|
This School
|
5
|
2
|
|
All Schools in District
|
NA
|
NA
|
|
High-Poverty Schools in District
|
NA
|
NA
|
|
Low-Poverty Schools in District
|
NA
|
NA
|
Substitute Teacher Availability
This section provides information about the availability of
qualified substitute teachers and the impact of any
difficulties in this area on the school’s instructional
program.
|
Hawthorne Academy uses credentialed teachers during their
planning periods and credentialed teaching assistants as substitute
teachers. Utilizing current school staff familiar with current
routines and programs helps in minimizing behavioral problems and maintaining
daily structure.
|
Teacher Evaluation Process
This section provides information about the procedures and
the criteria used for teacher evaluations.
|
Teachers are evaluated annually during the month of the
anniversary of their hire or promotion to a teaching position. They are assessed
according to progress towards NCLB compliance, adherence to school policies and
protocols and the California Standards for the Teaching Profession. Teachers are
expected to make progress in these areas annually and maintain at least a
"competent" level of proficiency in all of these areas.
|
V. Support Staff
Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE),
the number of academic counselors and other support
staff who are assigned to the school and the average number
of students per academic counselor. One FTE
equals one staff member working full time; one FTE could also
represent two staff members who each work
50 percent of full time.
|
Title
|
Number of
FTE
Assigned to
School
|
Average Number
of
Students
per
Academic
Counselor
|
|
Academic Counselor
|
1
|
80
|
|
Library Media Teacher (Librarian)
|
0
|
---
|
|
Library Media Services Staff
(paraprofessional)
|
0
|
---
|
|
Psychologist
|
0
|
---
|
|
Social Worker
|
0
|
---
|
|
Nurse
|
0
|
---
|
|
Speech/Language/Hearing Specialist
|
1
|
---
|
|
Resource Specialist (non-teaching)
|
0
|
---
|
|
Other
|
0
|
---
|
VI. Curriculum and Instructional Materials
Quality, Currency, and Availability of Textbooks
and Instructional Materials
This table displays information about the quality, currency,
and availability of the standards-aligned textbooks
and other instructional materials used at the school, and
information about the school’s use of any supplemental
curriculum or non-adopted textbooks or instructional
materials.
|
Core Curriculum
Area
|
Quality, Currency,
and Availability of Textbooks and
Instructional
Materials
|
Percent of
Pupils
Who Lack Their
Own
Assigned Textbooks
and
Instructional Materials
|
|
Reading/Language Arts
|
100%
|
0%
|
|
Mathematics
|
100%
|
0%
|
|
Science
|
100%
|
0%
|
|
History-Social Science
|
100%
|
0%
|
|
Foreign Language
|
100%
|
0%
|
|
Health
|
100%
|
0%
|
|
Science Laboratory Equipment (grades
9-12)
|
1005
|
0%
|
VII. School Finances
Expenditures Per Pupil and School Site Teacher
Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school’s per pupil
expenditures from unrestricted (basic) sources with
other schools in the district and throughout the state, and a
comparison of the average teacher salary at the
school site with average teacher salaries at the district and
state levels. Detailed information regarding school
expenditures and teacher salaries can be found at the CDE Web
site at http://www.cde.ca.gov/ds/fd/ec/
and http://www.cde.ca.gov/ds/fd/cs/.
|
Level
|
Total
Expenditures
Per
Pupil
|
Expenditures
Per
Pupil
(Supplemental)
|
Expenditures
Per
Pupil
(Basic)
|
Average
Teacher
Salary
|
|
School Site
|
NA
|
NA
|
NA
|
NA
|
|
District
|
NA
|
NA
|
NA
|
NA
|
|
Percent Difference – School Site and
District
|
NA
|
NA
|
NA
|
NA
|
|
State
|
NA
|
NA
|
NA
|
NA
|
|
Percent Difference – School Site and
State
|
NA
|
NA
|
NA
|
NA
|
Types of Services
Funded
This section provides information about the programs and
supplemental services that are available at the
school and funded through either categorical or other
sources.
VIII. Student Performance
California Standards Tests
The California Standards Tests (CSTs) show how well students
are doing in relation to the state content standards.
The CSTs include English-language arts and mathematics in
grades 2 through 11; science in grades 5, 8, 9, 10, and
11; and history-social science in grades 8, 10, and 11.
Student scores are reported as performance levels. Detailed
information regarding CST results for each grade and
performance level, including the percent of students not tested,
can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores
are not shown
when the number of students tested is 10 or less.
CST Results for All Students – Three-Year
Comparison
This table displays the percent of students achieving at the
Proficient or Advanced level (meeting or exceeding
the state standards).
This information is not
available.
CST Results by Student Group – 2009
This table displays the percent of students, by group,
achieving at the Proficient or Advanced level
(meeting or exceeding the state standards) for the most
recent testing period.
This information
is not available.
Norm-Referenced Test
The norm-referenced test (NRT), currently the California
Achievement Test, Sixth Edition (CAT/6),
shows how well students are doing compared to students
nationally in reading, language, spelling,
and mathematics in grades 3 and 7 only. The results are
reported as the percent of tested students
scoring at or above the national average (the 50th
percentile). Detailed information regarding NRT
results for each grade level can be found at the CDE Web site
at http://star.cde.ca.gov/. Note: To
protect student privacy, scores are not shown when the number
of students tested is 10 or less.
NRT Results for All Students – Three-Year
Comparison
This table displays the percent of students scoring at or
above the national average (the 50th percentile)
in reading and mathematics.
This information is not
available.
NRT Results by Student Group – Most Recent
Year
This table displays the percent of students, by group,
scoring at or above the national average
(the 50th percentile) in reading and mathematics for the most
recent testing period.
This information is not
available.
Local Assessment Results
Districts may choose to administer their own academic
assessments in reading, writing, and
mathematics. In such cases, this table displays the percent
of students, by grade level and
subject area, meeting or exceeding the district standard.
This information is not
available.
California Physical Fitness Test Results
2009
The California Physical Fitness Test is administered to
students in grades 5, 7, and 9 only. This
table displays by grade level the percent of students meeting
fitness standards (scoring in the
healthy fitness zone on all six fitness standards) for the
most recent testing period. Detailed
information regarding this test, and comparisons of a
school’s test results to the district and state
levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect
student privacy, scores are not shown when the number of
students tested is 10 or less.
This information is not
available.
IX. Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of
the academic performance and progress
of schools in California. API scores range from 200 to 1,000,
with a statewide target of 800. Detailed
information about the API can be found at the CDE Web site at
http://www.cde.ca.gov/ta/ac/ap/.
Hawthorne Academy does not
participate in the API Program.
Adequate Yearly Progress
The federal NCLB Act requires that all schools and districts
meet the following Adequate
Yearly Progress (AYP) criteria:
- Participation rate on the state’s standards-based
assessments in
English-language arts (ELA) and mathematics
- Percent proficient on the state’s standards-based
assessments in ELA and mathematics
- API as an additional indicator
- Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates
and percent proficient results by student
group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.
X. School Completion and Postsecondary
Preparation
Dropout Rate and Graduation Rate
This table displays the school’s one-year dropout rates and
graduation rates for the most recent three-year period.
For comparison purposes, data are also provided at the
district and state levels. Detailed information about dropout
rates and graduation rates can be found at the CDE Web site
at http://dq.cde.ca.gov/dataquest/.
|
Indicator
|
School |
District |
State |
|
2006-07
|
2007-08
|
2006-07
|
2007-08
|
2006-07
|
2007-08
|
|
Dropout Rate (1-year)
|
6
|
5
|
|
|
|
|
|
Graduation Rate
|
17
|
15
|
|
|
|
|
Completion of High School Graduation
Requirements
Beginning with the graduating class of 2009, students in
California public schools must pass both the
English-language arts and mathematics portions of the
California High School Exit Examination (CAHSEE)
to receive a high school diploma. For students who began the
2008-09 school year in the 12th grade,
this table displays by student group the percent of students
who met all state and local graduation
requirements for grade 12 completion, including having passed
both portions of the CAHSEE or received a
local waiver or state exemption. Due to the state’s
collection schedule for high school completion data,
state level data for this reporting element will not be
available for report cards published in the 2008-09
school year. Detailed information about the CAHSEE can be
found at the CDE Web site at
http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the
student group is not numerically significant.
|
Group
|
Graduating Class
of 2009
|
|
School
|
District
|
State
|
|
All Students
|
72%
|
|
|
|
African American
|
62%
|
|
|
|
American Indian or Alaska Native
|
NA
|
|
|
|
Asian
|
NA
|
|
|
|
Filipino
|
NA
|
|
|
|
Hispanic or Latino
|
100%
|
|
|
|
Pacific Islander
|
NA
|
|
|
|
White (not Hispanic)
|
NA
|
|
|
|
Socioeconomically Disadvantaged
|
NA
|
|
|
|
English Learners
|
100%
|
|
|
|
Students with Disabilities
|
100%
|
|
|
Career Technical Education Programs
This section provides information about the degree to which
pupils are prepared to enter the workforce,
including a list of career technical education (CTE) programs
offered at the school.
|
Hawthorne Academy works with Occupational Training Therapy Program to provide
vocational services and offer opportunities for training and
employment. Hawthorne Academy refers students to local
occupational centers and ROP programs and assists them in enrolling in community
Career Technical Education Programs such as Landscaping, Auto Body and Auto
Mechanics, Computer Information Systems, Fashion Industry and Security and Law
Enforcement.
|
Career Technical Education Participation
This table displays information about participation in the
school’s CTE programs.
See Above
Courses for University of California and/or
California State University Admission
This table displays for the most recent year two measures
related to the school’s courses that are
required for University of California (UC) and/or California
State University (CSU) admission. Detailed
information about student enrollment in and completion of
courses required for UC/CSU admission can
be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
|
Indicator
|
Percent
|
|
Students Enrolled in Courses Required for UC/CSU
Admission
|
0%
|
|
Graduates Who Completed All Courses Required for UC/CSU
Admission
|
0%
|
These courses can be made available for students who express
interest.
Advanced Placement Courses
This table displays for the most recent year the number of
Advanced Placement (AP) courses that the school
offered by subject and the percent of the school’s students
enrolled in all AP courses. Detailed information
about student enrollment in AP courses can be found at the
CDE Web site at http://dq.cde.ca.gov/dataquest/.
|
Subject
|
Number
of
AP Courses
Offered
|
Percent of
Students
In AP
Courses
|
|
Computer Science
|
0
|
0%
|
|
English
|
0
|
0%
|
|
Fine and Performing Arts
|
0
|
0%
|
|
Foreign Language
|
0
|
0%
|
|
Mathematics
|
0
|
0%
|
|
Science
|
0
|
0%
|
|
Social Science
|
0
|
0%
|
|
All courses
|
0
|
0%
|
College Admission Test Preparation Course
Program
This section provides information about the school's college
admission test preparation course program.
|
Hawthorne Academy works with students and families to provide
academic and structural support to students who demonstrate the desire to enroll
at a 4-ear college or university. DIS counselors, teachers and the principal
work together to assess the student' needs and generate an appropriate post high
school plan, which may include: participation in the PSAT and SAT (with or
without accommodations) participation in the ACT, and test preparation support.
|
SAT Reasoning Test
This table displays the percent of the school’s 12th grade
students who voluntarily take the SAT Reasoning Test
for college entrance, and the average verbal, math, and
writing scores of those students. Detailed information
regarding SAT results, and comparisons of these average
scores to the district and state levels, can be found at
the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student
privacy, scores are not shown
when the number of students tested is 10 or less.
|
Indicator
|
2007
|
2008
|
2009
|
|
Percent of Grade 12 Students Taking the
Test
|
0%
|
0%
|
0%
|
|
Average Verbal Score
|
NA
|
NA
|
NA
|
|
Average Math Score
|
NA
|
NA
|
NA
|
|
Average Writing Score
|
NA
|
NA
|
NA
|
Hawthorne Academy students who display the desire, motivation
and prerequisite skills are encouraged to take the
PSAT and SAT. Students who qualify may be able to take both
tests, with accommodations and modifications on-site.
XI. Instructional Planning and Scheduling
School Instruction and Leadership
This section provides information about the structure of the
school's instructional program
and the experience of the school’s leadership team.
|
Hawthorne Academy's Leadership Team is chaired by two
directors, each with over 30 years experience in working with special education
populations in specialized settings. Our Principal has 13 years experience
working with special education populations in specialized settings. Our Dean of
Students has been employed at Hawthorne Academy for 10 years, and has an
extensive background with behavior intervention and support in additional school
and public service settings.
|
Professional Development
This section provides information about the program for
training the school's teachers and other professional staff.
|
Hawthorne Academy provides tuition reimbursement for teachers
who are participating in a state approved credential program. We provide our
staff with opportunities to participate in California Association of Private
Special Education School Private and LEA trainings and workshops. We provide
ongoing on-site training in instruction, curriculum, and Positive Behavioral
Support. All of our staff are trained in ProACT and opportunities to receive CPR
and First Aid are offered annually.
|
Instructional Minutes
This table displays a comparison of the number of
instructional minutes offered at the school to the state
requirement for each grade level.
|
Grade
Level
|
Instructional
Minutes
|
|
Offered
|
State
Requirement
|
|
K
|
NA
|
36,000
|
|
1
|
NA
|
50,400
|
|
2
|
NA
|
50,400
|
|
3
|
NA
|
50,400
|
|
4
|
*56,700
|
54,000
|
|
5
|
*56,700
|
54,000
|
|
6
|
*56,700
|
54,000
|
|
7
|
*56,700
|
54,000
|
|
8
|
*56,700
|
54,000
|
|
9
|
*56,700
|
64,800
|
|
10
|
*56,700
|
64,800
|
|
11
|
*56,700
|
64,800
|
|
12
|
*56,700
|
64,800
|
* As designated on each IEP
Continuation School Instructional Days
This table displays a comparison of the number of
instructional days offered at the continuation school
to the state requirement for each grade level.
|
Grade
Level
|
Instructional Days
With At Least 180 Instructional Minutes
|
|
Offered
|
State
Requirement
|
|
9
|
NA
|
175 days
|
|
10
|
NA
|
175
days
|
|
11
|
NA
|
175
days
|
|
12
|
NA
|
175
days
|
Minimum Days in School Year
The section provides information about the total number of
days in the most recent school year that
students attended school on a shortened day schedule and the
reasons for the shortened day schedule.
|
Hawthorne Academy observes 10 minimum days during the regular
school year. Hawthorne Academy and Learning Center uses shortened days to
promote continuing teacher education. During these minimum days Valley High
School provides teachers with instruction in the following areas:
Curriculum and instruction
Development, maintenance of student IEP goals and
objectives
Lesson planning
Behavioral intervention
Sexual Harassment and Title IX procedures
Confidentiality
Roll book development and maintenance
Use of manipulatives and learning modalities in the
classroom
Positive Behavior Support and Emergency Intervention
Team building and character development
Anger management and critical thinking
|
