SARC

California Department of Education

School Accountability Report Card
Reported Using Data from the
2020–2021 School Year

California Department of Education

For New Haven School

 

Address: 216 W Los Angeles Dr.                                           Phone: 760.630.4035

Principal: Ben Mulvey, M. Ed.                                              Grade Span: 6-12

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

  • For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or the LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

Throughout this document the letters DPL refer to data provided by the LEA, and the letters DPC refers to data provided by the CDE.

 

About New Haven School

Table 1: District Contact Information (School Year 2021–2022)

Entity Contact Information
District Name N/A
Phone Number N/A
Superintendent N/A
Email Address N/A
Website N/A

Table 2: School Contact Information (School Year 2021–2022)

Entity Contact Information
School Name New Have School
Street 216 W Los Angeles Drive
City, State, Zip Vista, CA 92083
Phone Number 760-630-4035
Principal Ben Mulvey, M. Ed.
Email Address bmulvey@newhavenyfs.org
Website https://www.newhavenyfs.org
County-District-School (CDS) Code 37 68452 7072713

 

Table 3: School Description and Mission Statement (School Year 2021–2022)

School Description and Mission Statement (School Year 2021-2022)

New Haven School is a program of New Haven Youth and Family Services, Inc., a California non-profit corporation which incorporated in 1967. New Haven school provides results-oriented academic intervention. Our school works to engage and instruct youth who have been unsuccessful in public school due to behavioral, mental health, substance abuse, learning disabilities, and truancy problems. New Haven provides individualized, highly structured classroom education to students with an emphasis on social and life skills development.

Students attending New Haven School have a current Individualized Education Plan (IEP) that specifically prescribes a non-public school as the least restrictive educational environment to meet the student’s needs. The IEP guides the education of each of our students, identifying educational needs, services, and measures of progress. Most of our students are with us for approximately one year or less, and while we focus on success for all of our students, many students leave New Haven to a less restrictive environment to complete their credit requirements for graduation.

New Haven is contracted with 50+ school districts throughout California, and we offer:

  • Individualized lesson plans aligned with California state standards
  • 12-to-1 student to Special Education Teacher ratio with a qualified teaching assistant per classroom
  • Technology infused with computer-assisted online curriculum that is individualized to meet each student’s performance level, credit needs, and areas of interest
  • Literacy and functional math skills emphasis
  • Speech and language, physical education, and occupational therapy
  • Study skills enhanced learning through organizational and time management, comprehension, study aids, and test taking
  • Career technical education and life skills development is a focus for New Haven School

Table 4: Student Enrollment by Grade Level (School Year 2020–2021)

Grade Level Number of Students
Kindergarten N/A
Grade 1 N/A
Grade 2 N/A
Grade 3 N/A
Grade 4 N/A
Grade 5 N/A
Grade 6 N/A
Grade 7 1
Grade 8 1
Grade 9 5
Grade 10 4
Grade 11 4
Grade 12 11
Total Enrollment 26

 

Table 5: Student Enrollment by Student Group (School Year 2020–2021)

Student Group Percent of
Total Enrollment
Female 0
Male 100%
Non-Binary 0
American Indian or Alaska Native 0
Asian 7.7%
Black or African American 11.5%
Filipino 0
Hispanic or Latino 23%
Native Hawaiian or Pacific Islander 0
Two or More Races 0
White 57.7%
English Learners 0
Foster Youth 0
Homeless 0
Migrant 0
Socioeconomically Disadvantaged 11.5%
Students with Disabilities 100%

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

 

Table 6: Teacher Preparation and Placement (School Year 2019–2020)

Authorization/
Assignment
School Number School Percent District Number District Percent State Number State Percent
Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) 0 0% N/A N/A N/A N/A
Intern Credential Holders Properly Assigned N/A N/A N/A N/A N/A N/A
Teachers Without Credentials and Misassignments (“ineffective” under ESSA) N/A N/A N/A N/A N/A N/A
Credentialed Teachers Assigned Out-of-Field
(“out-of-field” under ESSA)
3 100% N/A N/A N/A N/A
Unknown N/A N/A N/A N/A N/A N/A
Total Teaching Positions 3 100% N/A N/A N/A N/A

Note: The data in this table is based on Full Time Equivalent (FTE) status. 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. Additionally, an assignment is defined as a position that an educator is assigned to based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.

Table 7: Teachers Without Credentials and Misassignments

(considered “ineffective” under ESSA) (School Year 2019–2020)

Authorization/Assignment Number
Permits and Waivers N/A
Misassignments N/A
Vacant Positions N/A
Total Teachers Without Credentials and Misassignments N/A

Table 8: Credentialed Teachers Assigned Out-of-Field

(considered “out-of-field” under ESSA) (School Year 2019–2020)

Indicator Number
Credentialed Teachers Authorized on a Permit or Waiver 3
Local Assignment Options N/A
Total Out-of-Field Teachers 3

 

Table 9: Class Assignments (School Year 2019–2020)

Indicator Percent
Misassignments for English Learners (a percentage of all the classes with English learners taught by teachers that are misassigned) N/A
No credential, permit or authorization to teach (a percentage of all the classes taught by teachers with no record of an authorization to teach) N/A

Note: For more information refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.

Table 10: Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2021–2022)

Year and month in which the data were collected:    [DPL]               

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts 78 0 0%
Mathematics 39 0 0%
Science 51 0 0%
History-Social Science 112 0 0%
Foreign Language 0 0 N/A
Health 6 0 0%
Visual and Performing Arts 3 0 70%
Science Laboratory Equipment (grades 9-12) N/A N/A N/A

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

Table 11: School Facility Conditions and Planned Improvements

Per the FIT School Facility Conditions Evaluation, New Haven School is maintained in good repair with a number of non-critical deficiencies noted. These deficiencies are isolated, and/or resulting from minor wear and tear, and/or in the process of being mitigated. Specific updates are detailed below.

Table 12: 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 rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report:      [DPL]                

System Inspected Rate Good Rate Fair Rate Poor Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer X Jetted sewer lines biannually, fitting checked biannually, gas detector on property (for leaks), gas detector in the school building. HVAC filters cleaned biannually and/or replaced.
Interior: Interior Surfaces X Interiors painted every school break. New tiles added to office/break room.
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation X School is cleaned on a daily basis. Ecolab pest control.
Electrical: Electrical X Replaced 2 electrical panels in January 2021.
Restrooms/Fountains: Restrooms, Sinks/ Fountains X Cleaned on a daily basis.
Safety: Fire Safety, Hazardous Materials X Safety meetings held by HR department. Monthly CARF trainings/drills. Fire extinguishers checked monthly and logged. Hazardous materials are labeled, documented and supervised by Quality Control. Annual fire inspection by Vista Fire.
Structural: Structural Damage, Roofs X No structural damage to report, replaced drain spouts to prevent/mitigate flooding. Roofs get 3x annual cleaning, gutters emptied.
External: Playground/School Grounds, Windows/ Doors/Gates/Fences X New Gazebo built (metal structure), sidewalk/ramp to multiple areas in backfield. Concrete replaced behind TC house. All windows replaced in 2021. New gates/fencing around the pool. Doors replaced “hurricane grade.”

Overall Facility Rate

Year and month of the most recent FIT report:    December 2021           

Table 13: Overall Rating

Exemplary Good Fair Poor
X

B. Pupil Outcomes

State Priority: Pupil Achievement

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

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

The CAASPP System encompasses the following assessments and student participation requirements:

  1. Smarter Balanced Summative Assessments and CAAs for ELA in grades three through eight and grade eleven.
  2. Smarter Balanced Summative Assessments and CAAs for mathematics in grades three through eight and grade eleven.
  3. California Science Test (CAST) and CAAs for Science in grades five, eight, and once in high school (i.e., grade ten, eleven, or twelve).
  • SARC Reporting in the 20202021 School Year Only

Where the most viable option, LEAs were required to administer the statewide summative assessments for ELA and mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021. The assessments were required to be:

    • Aligned with CA CCSS for ELA and mathematics;
  • Available to students in grades 3 through 8, and grade 11; and
    • Uniformly administered across a grade, grade span, school, or district to all eligible students.
  • Options: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for ELA and mathematics, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
    • Smarter Balanced ELA and mathematics summative assessments;
    • Other assessments meeting the SBE criteria; or
    • Combination of Smarter Balanced ELA and mathematics summative assessments and other assessments.
  • College and Career Ready: The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

Table 14: CAASPP Test Results in ELA and Mathematics for All Students

Grades Three through Eight and Grade Eleven taking and completing a state-administered assessment

Percentage of Students Meeting or Exceeding the State Standard

Subject School 2019–2020 School 2020–2021 District 2019–2020 District 2020–2021 State 2019–2020 State 2020–2021
English Language
Arts/Literacy
(grades 3-8 and 11)
N/A N/A N/A N/A N/A N/A
Mathematics
(grades 3-8 and 11)
N/A N/A N/A N/A N/A N/A

Note: The 2019–2020 data cells with N/A values indicate that the 2019–2020 data are not available due to the COVID-19 pandemic and resulting summative test suspension. The Executive Order N-30-20 was issued which waived the assessment, accountability, and reporting requirements for the 2019–2020 school year.

Note: The 2020–2021 data cells have N/A values because these data are not comparable to other year data due to the COVID-19 pandemic during the 2020–2021 school year. Where the CAASPP assessments in ELA and/or mathematics is not the most viable option, the LEAs were allowed to administer local assessments. Therefore, the 2020–2021 data between school years for the school, district, state are not an accurate comparison. As such, it is inappropriate to compare results of the 2020–2021 school year to other school years.

Table 15: CAASPP Test Results in ELA by Student Group

for students taking and completing a state-administered assessment

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
Met or Exceeded
All Students 10 10 100% 0% N/A
Female 0 0 N/A N/A N/A
Male 10 10 100% 0% N/A
American Indian or Alaska Native 0 0 N/A N/A N/A
Asian 0 0 N/A N/A N/A
Black or African American 1 1 100% N/A N/A
Filipino 0 0 N/A N/A N/A
Hispanic or Latino 0 0 N/A N/A N/A
Native Hawaiian or Pacific Islander 0 0 N/A N/A N/A
Two or More Races 2 2 100% 0% N/A
White 7 7 100% 0% N/A
English Learners 0 0 N/A N/A N/A
Foster Youth 0 0 N/A N/A N/A
Homeless 0 0 N/A N/A N/A
Military 0 0 N/A N/A N/A
Socioeconomically Disadvantaged 0 0 N/A N/A N/A
Students Receiving Migrant Education Services 0 0 N/A N/A N/A
Students with Disabilities 10 10 100% 0% N/A

Note: N/T values indicate that this school did not test students using the CAASPP for ELA.

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.

Table 16: CAASPP Test Results in Mathematics by Student Group

for students taking and completing a state-administered assessment

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
Met or Exceeded
All Students 10 8 80% 20% N/A
Female 0 0 N/A N/A N/A
Male 10 8 80% 20% N/A
American Indian or Alaska Native 0 0 N/A N/A N/A
Asian 0 0 N/A N/A N/A
Black or African American 1 1 100% 0% N/A
Filipino 0 0 N/A N/A N/A
Hispanic or Latino 0 0 N/A N/A N/A
Native Hawaiian or Pacific Islander 0 0 N/A N/A N/A
Two or More Races 2 2 100% 0% N/A
White 7 5 71% 0% N/A
English Learners 0 0 N/A N/A N/A
Foster Youth 0 0 N/A N/A N/A
Homeless 0 0 N/A N/A N/A
Military 0 0 N/A N/A N/A
Socioeconomically Disadvantaged 0 0 N/A N/A N/A
Students Receiving Migrant Education Services 0 0 N/A N/A N/A
Students with Disabilities 10 8 80% 20% N/A

Note: N/T values indicate that this school did not test students using the CAASPP for Mathematics.

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.

Table 17: Local Assessment Test Results in ELA by Student Group

Assessment Name(s):           [DPL]                                                               

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
At or Above Grade Level
All Students 0 0 N/A N/A 0
Female 0 0 N/A N/A 0
Male 0 0 N/A N/A 0
American Indian or Alaska Native 0 0 N/A N/A 0
Asian 0 0 N/A N/A 0
Black or African American 0 0 N/A N/A 0
Filipino 0 0 N/A N/A 0
Hispanic or Latino 0 0 N/A N/A 0
Native Hawaiian or Pacific Islander 0 0 N/A N/A 0
Two or More Races 0 0 N/A N/A 0
White 0 0 N/A N/A 0
English Learners 0 0 N/A N/A 0
Foster Youth 0 0 N/A N/A 0
Homeless 0 0 N/A N/A 0
Military 0 0 N/A N/A 0
Socioeconomically Disadvantaged 0 0 N/A N/A 0
Students Receiving Migrant Education Services 0 0 N/A N/A 0
Students with Disabilities 0 0 N/A N/A 0

*At or above the grade-level standard in the context of the local assessment administered.

Note: LEAs/schools will populate this table for schools in cases where the school administered a local assessment.

Note: LEAs/schools will populate double dashes (–) in this 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: In cases where the school administered only the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.

Table 18: Local Assessment Test Results in Mathematics by Student Group

Assessment Name(s):            [DPL]                                                             

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
At or Above Grade Level
All Students 0 0 N/A N/A 0
Female 0 0 N/A N/A 0
Male 0 0 N/A N/A 0
American Indian or Alaska Native 0 0 N/A N/A 0
Asian 0 0 N/A N/A 0
Black or African American 0 0 N/A N/A 0
Filipino 0 0 N/A N/A 0
Hispanic or Latino 0 0 N/A N/A 0
Native Hawaiian or Pacific Islander 0 0 N/A N/A 0
Two or More Races 0 0 N/A N/A 0
White 0 0 N/A N/A 0
English Learners 0 0 N/A N/A 0
Foster Youth 0 0 N/A N/A 0
Homeless 0 0 N/A N/A 0
Military 0 0 N/A N/A 0
Socioeconomically Disadvantaged 0 0 N/A N/A 0
Students Receiving Migrant Education Services 0 0 N/A N/A 0
Students with Disabilities 0 0 N/A N/A 0

*At or above the grade-level standard in the context of the local assessment administered.

Note: LEAs/schools will populate this table for schools in cases where the school administered a local assessment.

Note: LEAs/schools will populate double dashes (–) in this 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: In cases where the school administered only the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.

 

Table 19: CAASPP Test Results in Science for All Students

Grades Five, Eight, and High School

Percentage of Students Meeting or Exceeding the State Standard

Subject School 2019–2020 School 2020–2021 District 2019–2020 District 2020–2021 State 2019–2020 State 2020–2021
Science
(grades 5, 8 and high school)
N/A N/A N/A N/A N/A N/A

Note: The 2019–2020 data cells with N/A values indicate that the 2019–2020 data are not available due to the COVID-19 pandemic and resulting summative testing suspension. The Executive Order N-30-20 was issued which waived the assessment, accountability, and reporting requirements for the 2019–2020 school year.

Note: For any 2020–2021 data cells with N/T values indicate that this school did not test students using the CAASPP for Science.

Table 20: CAASPP Test Results in Science by Student Group

Grades Five, Eight, and High School (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
Met or Exceeded
All Students 3 2 67% 33% N/A
Female 0 0 N/A N/A N/A
Male 3 2 67% 33% N/A
American Indian or Alaska Native 0 0 N/A N/A N/A
Asian 0 0 N/A N/A N/A
Black or African American 0 0 N/A N/A N/A
Filipino 0 0 N/A N/A N/A
Hispanic or Latino 0 0 N/A N/A N/A
Native Hawaiian or Pacific Islander 0 0 N/A N/A N/A
Two or More Races 1 1 100% 0% N/A
White 2 1 50% 50% N/A
English Learners 0 0 N/A N/A N/A
Foster Youth 0 0 N/A N/A N/A
Homeless 0 0 N/A N/A N/A
Military 0 0 N/A N/A N/A
Socioeconomically Disadvantaged 0 0 N/A N/A N/A
Students Receiving Migrant Education Services 0 0 N/A N/A N/A
Students with Disabilities 3 2 67% 33% N/A

Note: N/T values indicate that this school did not test students using the CAASPP for Science.

Table 21: Career Technical Education Programs (School Year 2020–2021)

New Haven School’s career technical education and apprenticeship programs are tailored to meet the needs of our students. Our comprehensive training curriculum invites career exploration and provides real world experience as it creates multiple pathways to entry-level employment. Currently, New Haven School focuses on building trades with an emphasis on sustainable construction and alternative energy, food service training to access San Diego County’s lucrative hospitality, catering, recreation, and leisure industries, as well as computer technology with an introduction to career pathways in both hardware and software technology.

New Haven School provides:

  • Vocational and life skill assessment and transitional planning for youth 14 and older;
  • Pre-apprenticeship instruction through our Youth Build community service program;
  • Fully equipped woodshop offering advance furniture craftsmanship and fine detail lathe operation;
  • Culinary arts training through a classroom kitchen lab, internships, and student-centered business;
  • Hands-on software and hardware computer exploration on multiple platforms; and

Table 22: Career Technical Education (CTE) Participation

(School Year 2020–2021)

Measure CTE Program Participation
Number of Pupils Participating in CTE N/A
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma N/A
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education N/A

Table 23: Course Enrollment/Completion of University of California (UC) and/or California State University (CSU) Admission Requirements

UC/CSU Course Measure Percent
2020–2021 Pupils Enrolled in Courses Required for UC/CSU Admission N/A
2019–2020 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

 

Table 24: California Physical Fitness Test Results (School Year 2020–2021)

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: Due to the COVID-19 crisis, the Physical Fitness Test was suspended during the 2020–2021 school year and therefore no data are reported.

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 regarding the school district and at each school site

Table 25: Opportunities for Parental Involvement (School Year 2021–2022)

New Haven School takes pride in its efforts to ensure that parents/guardians and other service providers are involved with the youth’s progress and goals. Within thirty days after a student has been placed at New Haven, a 30-day review will be initiated. This review will include an assessment of IEP goals, a youth report, a parent/guardian report, historical information, available testing data, behavioral history while at New Haven, academic performance at New Haven, health information, treatment goals and other relevant data. The parents/guardian, placing agency representative, home school district (if different), New Haven teacher, New Haven Treatment Manager, New Haven Director of Independent Living Skills and Recreation, related service providers that are designated in the service page of the current IEP, and New Haven Nurse shall be invited to this initial meeting. The primary purpose of this meeting is to discuss the youth’s placement in school and residentially. The team will review whether it continues to be the least restrictive environment for the student.

The parents/guardian, placing agency representative, home school district (if different), New Haven Teacher, New Haven Treatment Manager, New Haven Director of Independent Living Skills and Recreation, and New Haven Nurse shall be invited to the quarterly meetings throughout the treatment process. The primary purpose of the quarterly treatment team meetings is to discuss the youth’s placement in school and residentially. At these meetings, the team will continue to review whether it the current placement is the least restrictive and most appropriate environment for the student.

Also, New Haven conducts annual Family Satisfaction surveys to inquire a variety of questions about the environment that New Haven provides its youth, quality of services, receiving information needed about services, participation, and professionalism of staff. Data is collected and analyzed then used to make improvements to processes, procedures, and policies in order to completely participate and remain active in quality improvement initiatives.

State Priority: Pupil Engagement

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

  • High school dropout rates;
  • High school graduation rates; and
  • Chronic Absenteeism

Table 26: Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator School 2018–2019 School 2019–2020 School 2020–2021 District 2018–2019 District 2019–2020 District 2020–2021 State 2018–2019 State 2019–2020 State 2020–2021
Dropout Rate N/A N/A N/A N/A N/A N/A N/A N/A N/A
Graduation Rate N/A N/A N/A N/A N/A N/A N/A N/A N/A

 

Table 27: Graduation Rate by Student Group (Four-Year Cohort Rate)

(School Year 2020–2021)

Student Group Number of Students in Cohort Number of Cohort Graduates Cohort Graduation Rate
All Students N/A N/A N/A
Female N/A N/A N/A
Male N/A N/A N/A
Non-Binary N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A
Asian N/A N/A N/A
Black or African American N/A N/A N/A
Filipino N/A N/A N/A
Hispanic or Latino N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A
Two or More Races N/A N/A N/A
White N/A N/A N/A
English Learners N/A N/A N/A
Foster Youth N/A N/A N/A
Homeless N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A
Students with Disabilities N/A N/A N/A

For information on the Four-Year Adjusted Cohort Graduation Rate (ACGR), visit the CDE Adjusted Cohort Graduation Rate web page at https://www.cde.ca.gov/ds/ad/acgrinfo.asp.

Table 28: Chronic Absenteeism by Student Group

(School Year 20202021)

Student Group Cumulative Enrollment Chronic Absenteeism Eligible Enrollment Chronic Absenteeism Count Chronic Absenteeism Rate
All Students 44 42 11 26%
Female 0 0 0 N/A
Male 44 42 11 26%
American Indian or Alaska Native 0 0 0 N/A
Asian 4 4 0 N/A
Black or African American 5 4 1 25%
Filipino 1 1 0 N/A
Hispanic or Latino 6 6 3 50%
Native Hawaiian or Pacific Islander 2 2 0 N/A
Two or More Races 4 4 0 N/A
White 33 32 7 22%
English Learners 0 0 0 N/A
Foster Youth 0 0 0 N/A
Homeless 0 0 0 N/A
Socioeconomically Disadvantaged 5 5 1 20%
Students Receiving Migrant Education Services 0 0 0 N/A
Students with Disabilities 44 42 11 26%

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

 

Table 29: Suspensions and Expulsions

(data collected between July through June, each full school year respectively)

Rate School 2018–2019 School 2020–2021 District 2018–2019 District 2020–2021 State 2018–2019 State 2020–2021
Suspensions 2 0 N/A N/A N/A N/A
Expulsions 0 0 N/A N/A N/A N/A

Note: Data collected during the 2020–21 school year may not be comparable to earlier years of this collection due to differences in learning mode instruction in response to the COVID-19 pandemic.

Table 30: Suspensions and Expulsions for School Year 2019–2020 Only

(data collected between July through February, partial school year due to the COVID-19 pandemic)

Rate School 2019–2020 District 2019–2020 State 2019–2020
Suspensions 4 N/A N/A
Expulsions 0 N/A N/A

Note: The 2019–2020 suspensions and expulsions rate data are not comparable to other year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to other school years.

Table 31: Suspensions and Expulsions by Student Group

(School Year 2020–2021)

Student Group Suspensions Rate Expulsions Rate
All Students 0 0
Female 0 0
Male 0 0
Non-Binary 0 0
American Indian or Alaska Native 0 0
Asian 0 0
Black or African American 0 0
Filipino 0 0
Hispanic or Latino 0 0
Native Hawaiian or Pacific Islander 0 0
Two or More Races 0 0
White 0 0
English Learners 0 0
Foster Youth 0 0
Homeless 0 0
Socioeconomically Disadvantaged 0 0
Students Receiving Migrant Education Services 0 0
Students with Disabilities 0 0

Table 32: School Safety Plan (School Year 2021–2022)

New Haven School’s Comprehensive Safety Plan was last revised and updated in  2021 and updated as needed annually. The key elements of the safety plan are:

  • Goal 1: New Haven emphasizes safety planning and crisis prevention while being prepared to respond effectively to crisis situations.
  • Goal 2: New Haven will remain complaint with all necessary regulations.
  • Goal 3: New Haven residents, alumni, and staff members are recognized as community assets that help to increase the safety and prosperity of the communities that we serve.

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.

Table 33: Average Class Size and Class Size Distribution (Elementary)

(School Year 2018–2019)

Grade
Level
Average Class
Size
Number
of Classes*
1-20
Number
of Classes*
21-32
Number
of Classes*
33+
K N/A N/A N/A N/A
1 N/A N/A N/A N/A
2 N/A N/A N/A N/A
3 N/A N/A N/A N/A
4 N/A N/A N/A N/A
5 N/A N/A N/A N/A
6 N/A N/A N/A N/A
Other** N/A N/A N/A N/A

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

** “Other” category is for multi-grade level classes.

Table 34: Average Class Size and Class Size Distribution (Elementary)

(School Year 2019–2020)

Grade
Level
Average Class
Size
Number
of Classes*
1-20
Number
of Classes*
21-32
Number
of Classes*
33+
K N/A N/A N/A N/A
1 N/A N/A N/A N/A
2 N/A N/A N/A N/A
3 N/A N/A N/A N/A
4 N/A N/A N/A N/A
5 N/A N/A N/A N/A
6 1 1 0 0
Other** N/A N/A N/A N/A

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

** “Other” category is for multi-grade level classes.

Table 35: Average Class Size and Class Size Distribution (Elementary)

(School Year 2020–2021)

Grade
Level
Average Class
Size
Number of Classes*
1-20
Number of Classes*
21-32
Number of Classes*
33+
K N/A N/A N/A N/A
1 N/A N/A N/A N/A
2 N/A N/A N/A N/A
3 N/A N/A N/A N/A
4 N/A N/A N/A N/A
5 N/A N/A N/A N/A
6 N/A N/A N/A N/A
Other** N/A N/A N/A N/A

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

** “Other” category is for multi-grade level classes.

Table 36: Average Class Size and Class Size Distribution (Secondary)

(School Year 2018–2019)

Subject Average
Class
Size
Number of Classes*
1-22
Number of Classes*
23-32
Number of Classes*
33+
English Language Arts 10 3 0 0
Mathematics 10 3 0 0
Science 10 3 0 0
Social Science 10 3 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.

Table 37: Average Class Size and Class Size Distribution (Secondary)

(School Year 2019–2020)

Subject Average
Class
Size
Number of Classes*
1-22
Number of Classes*
23-32
Number of Classes*
33+
English Language Arts 9 3 0 0
Mathematics 9 3 0 0
Science 9 3 0 0
Social Science 9 3 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.

 

Table 38: Average Class Size and Class Size Distribution (Secondary)

(School Year 2020–2021)

Subject Average
Class
Size
Number of Classes*
1-22
Number of Classes*
23-32
Number of Classes*
33+
English Language Arts 9 3 0 0
Mathematics 9 3 0 0
Science 9 3 0 0
Social Science 9 3 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.

Table 39: Ratio of Pupils to Academic Counselor (School Year 2020–2021)

Title Ratio
Pupils to Academic Counselor* 26:1

*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.

Table 40: Student Support Services Staff (School Year 2020–2021)

Title Number of FTE*
Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 4
Library Media Teacher (Librarian) 0
Library Media Services Staff (Paraprofessional) 0
Psychologist 0
Social Worker 0
Nurse 1
Speech/Language/Hearing Specialist 1
Resource Specialist (non-teaching) 0
Other N/A

*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.

 

Table 41: Expenditures Per Pupil and School Site Teacher Salaries

(Fiscal Year 2019–2020)

Level Total
Expenditures
Per Pupil
Expenditures
Per Pupil
(Restricted)
Expenditures
Per Pupil
(Unrestricted)
Average
Teacher
Salary
School Site $45,064 0 $45,064 $66,666/annually
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.

Table 42: Types of Services Funded (Fiscal Year 2020–2021)

Instruction and educational support services as described and defined in our students’ Individualized Education Programs.

Table 43: Teacher and Administrative Salaries (Fiscal Year 2019–2020)

Category District
Amount
State Average
For Districts
In Same Category
Beginning Teacher Salary [DPC] [DPC]
Mid-Range Teacher Salary [DPC] [DPC]
Highest Teacher Salary [DPC] [DPC]
Average Principal Salary (Elementary) [DPC] [DPC]
Average Principal Salary (Middle) [DPC] [DPC]
Average Principal Salary (High) [DPC] [DPC]
Superintendent Salary [DPC] [DPC]
Percent of Budget for Teacher Salaries [DPC] [DPC]
Percent of Budget for Administrative Salaries [DPC] [DPC]

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

 

Table 44: Advanced Placement (AP) Courses (School Year 2020–2021)

Percent of Students in AP Courses:    [DPC]                    

Subject Number of
AP Courses Offered*
Computer Science N/A
English N/A
Fine and Performing Arts N/A
Foreign Language N/A
Mathematics N/A
Science N/A
Social Science N/A
Total AP Courses Offered* N/A

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

Table 45: Professional Development

Measure 2019–2020 2020–2021 2021–2022
Number of school days dedicated to Staff Development and Continuous Improvement 4 4 4

Addendum

On July 14, 2021, the California State Board of Education (SBE) determined that the California Department of Education (CDE) will use the SARC Web Application as the mechanism to conduct a one-time data collection of the LEA-level aggregate test results of all school’s local assessments administered during the 2020–2021 school year in order to meet the federal Every Students Succeeds Act (ESSA) reporting requirement for the Local Educational Agency Accountability Report Cards (LARCs).

Each local educational agency (LEA) is responsible for preparing and posting their annual LARC in accordance with the federal ESSA. As a courtesy, the CDE prepares and posts the LARCs on behalf of all LEAs.

Only for the 2020–2021 school year and the 2020–2021 LARCs, LEAs are required to report their aggregate local assessments test results at the LEA-level to the CDE by populating the tables below via the SARC Web Application. These data will be used to meet the LEAs’ federal requirement for their LARCs. Note that it is the responsibility of the school and LEA to ensure that all student privacy and suppression rules are in place when reporting data in Tables 3 and 4 in the Addendum, as applicable.

The tables below are not part of the SBE approved 2020–2021 SARC template but rather are the mechanism by which these required data will be collected from LEAs.

For purposes of the LARC and the following tables, an LEA is defined as a school district, a county office of education, or a direct funded charter school.

 

Table 1: LEA-Level CAASPP Test Results in ELA by Student Group

for students taking and completing a state-administered assessment

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
Met or Exceeded
LEAwide [DPC] [DPC] [DPC] [DPC] [DPC]
Female [DPC] [DPC] [DPC] [DPC] [DPC]
Male [DPC] [DPC] [DPC] [DPC] [DPC]
American Indian or Alaska Native [DPC] [DPC] [DPC] [DPC] [DPC]
Asian [DPC] [DPC] [DPC] [DPC] [DPC]
Black or African American [DPC] [DPC] [DPC] [DPC] [DPC]
Filipino [DPC] [DPC] [DPC] [DPC] [DPC]
Hispanic or Latino [DPC] [DPC] [DPC] [DPC] [DPC]
Native Hawaiian or Pacific Islander [DPC] [DPC] [DPC] [DPC] [DPC]
Two or More Races [DPC] [DPC] [DPC] [DPC] [DPC]
White [DPC] [DPC] [DPC] [DPC] [DPC]
English Learners [DPC] [DPC] [DPC] [DPC] [DPC]
Foster Youth [DPC] [DPC] [DPC] [DPC] [DPC]
Homeless [DPC] [DPC] [DPC] [DPC] [DPC]
Military [DPC] [DPC] [DPC] [DPC] [DPC]
Socioeconomically Disadvantaged [DPC] [DPC] [DPC] [DPC] [DPC]
Students Receiving Migrant Education Services [DPC] [DPC] [DPC] [DPC] [DPC]
Students with Disabilities [DPC] [DPC] [DPC] [DPC] [DPC]

Note: N/T values indicate that the schools in this LEA did not test students using the CAASPP for ELA.

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.

 

Table 2: LEA-Level CAASPP Test Results in Mathematics by Student Group

for students taking and completing a state-administered assessment

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
Met or Exceeded
LEAwide [DPC] [DPC] [DPC] [DPC] [DPC]
Female [DPC] [DPC] [DPC] [DPC] [DPC]
Male [DPC] [DPC] [DPC] [DPC] [DPC]
American Indian or Alaska Native [DPC] [DPC] [DPC] [DPC] [DPC]
Asian [DPC] [DPC] [DPC] [DPC] [DPC]
Black or African American [DPC] [DPC] [DPC] [DPC] [DPC]
Filipino [DPC] [DPC] [DPC] [DPC] [DPC]
Hispanic or Latino [DPC] [DPC] [DPC] [DPC] [DPC]
Native Hawaiian or Pacific Islander [DPC] [DPC] [DPC] [DPC] [DPC]
Two or More Races [DPC] [DPC] [DPC] [DPC] [DPC]
White [DPC] [DPC] [DPC] [DPC] [DPC]
English Learners [DPC] [DPC] [DPC] [DPC] [DPC]
Foster Youth [DPC] [DPC] [DPC] [DPC] [DPC]
Homeless [DPC] [DPC] [DPC] [DPC] [DPC]
Military [DPC] [DPC] [DPC] [DPC] [DPC]
Socioeconomically Disadvantaged [DPC] [DPC] [DPC] [DPC] [DPC]
Students Receiving Migrant Education Services [DPC] [DPC] [DPC] [DPC] [DPC]
Students with Disabilities [DPC] [DPC] [DPC] [DPC] [DPC]

Note: N/T values indicate that the schools in this LEA did not test students using the CAASPP for Mathematics.

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.

Table 3: LEA-Level Local Assessment Test Results in ELA by Student Group

Assessment Name(s):              [DPL]                                                            

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
At or Above Grade Level
LEAwide [DPL] [DPL] [DPL] [DPL] [DPL]
Female [DPL] [DPL] [DPL] [DPL] [DPL]
Male [DPL] [DPL] [DPL] [DPL] [DPL]
American Indian or Alaska Native [DPL] [DPL] [DPL] [DPL] [DPL]
Asian [DPL] [DPL] [DPL] [DPL] [DPL]
Black or African American [DPL] [DPL] [DPL] [DPL] [DPL]
Filipino [DPL] [DPL] [DPL] [DPL] [DPL]
Hispanic or Latino [DPL] [DPL] [DPL] [DPL] [DPL]
Native Hawaiian or Pacific Islander [DPL] [DPL] [DPL] [DPL] [DPL]
Two or More Races [DPL] [DPL] [DPL] [DPL] [DPL]
White [DPL] [DPL] [DPL] [DPL] [DPL]
English Learners [DPL] [DPL] [DPL] [DPL] [DPL]
Foster Youth [DPL] [DPL] [DPL] [DPL] [DPL]
Homeless [DPL] [DPL] [DPL] [DPL] [DPL]
Military [DPL] [DPL] [DPL] [DPL] [DPL]
Socioeconomically Disadvantaged [DPL] [DPL] [DPL] [DPL] [DPL]
Students Receiving Migrant Education Services [DPL] [DPL] [DPL] [DPL] [DPL]
Students with Disabilities [DPL] [DPL] [DPL] [DPL] [DPL]

*At or above the grade-level standard in the context of the local assessment administered.

Note: LEAs/schools will populate this table for schools in cases where the school administered a local assessment.

Note: LEAs/schools will populate double dashes (–) in this 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: In cases where all the schools in this LEA administered only the CAASPP for ELA assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this LEA.

Table 4: LEA-Level Local Assessment Test Results in Mathematics by Student Group

Assessment Name(s):         [DPL]          

Grades Three through Eight and Grade Eleven (School Year 2020–2021)

Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not
Tested
Percent
At or Above Grade Level
LEAwide [DPL] [DPL] [DPL] [DPL] [DPL]
Female [DPL] [DPL] [DPL] [DPL] [DPL]
Male [DPL] [DPL] [DPL] [DPL] [DPL]
American Indian or Alaska Native [DPL] [DPL] [DPL] [DPL] [DPL]
Asian [DPL] [DPL] [DPL] [DPL] [DPL]
Black or African American [DPL] [DPL] [DPL] [DPL] [DPL]
Filipino [DPL] [DPL] [DPL] [DPL] [DPL]
Hispanic or Latino [DPL] [DPL] [DPL] [DPL] [DPL]
Native Hawaiian or Pacific Islander [DPL] [DPL] [DPL] [DPL] [DPL]
Two or More Races [DPL] [DPL] [DPL] [DPL] [DPL]
White [DPL] [DPL] [DPL] [DPL] [DPL]
English Learners [DPL] [DPL] [DPL] [DPL] [DPL]
Foster Youth [DPL] [DPL] [DPL] [DPL] [DPL]
Homeless [DPL] [DPL] [DPL] [DPL] [DPL]
Military [DPL] [DPL] [DPL] [DPL] [DPL]
Socioeconomically Disadvantaged [DPL] [DPL] [DPL] [DPL] [DPL]
Students Receiving Migrant Education Services [DPL] [DPL] [DPL] [DPL] [DPL]
Students with Disabilities [DPL] [DPL] [DPL] [DPL] [DPL]

*At or above the grade-level standard in the context of the local assessment administered.

Note: LEAs/schools will populate this table for schools in cases where the school administered a local assessment.

Note: LEAs/schools will populate double dashes (–) in this 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: In cases where all the schools in this LEA administered only the CAASPP for Mathematics assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this LEA.