California Department of Education

School Accountability Report Card

Reported Using Data from the 2018-19 School Year

Published January 22, 2020

For New Haven School


Address: 216 W Los Angeles Dr.                                            Phone: 760.630.4035

Principal: Doreen Quinn                                                         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, see the California Department of Education (CDE) SARC web page at
  • For more information about the LCFF or LCAP, see the CDE LCFF web page at
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.





About New Haven School

School Contact Information (School Year 2018-19)

Entity Contact Information
School Name New Haven School
Street 216 W Los Angeles Dr
City, State, Zip Vista, CA 92083
Phone Number 760.630.4035
Principal Doreen Quinn
Email Address
Web Site
County District School (CDS) Code 37 68452 7072713



School Description and Mission Statement (School Year 2018-19)

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 Have 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, adaptive 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

Student Enrollment by Grade Level (School Year 2018-19)


Grade Level

Number of Students
6 0
7 2
8 5
9 9
10 9
11 7
12 4
Total Enrollment 36

Student Enrollment by Student Group (School Year 2018-19)

Student Group Percent of Total Enrollment
Black or African American 0.05%
American Indian or Alaska 0%
Asian 0.027%
Filipino 0%
Hispanic or Latino 29.7%
Native Hawaiian or Pacific Islander 0.027%
White 59.4%
Two or More Races 0%
Socioeconomically 0%
English Learners 0%
Students with Disabilities 0%
Foster Youth 0%

Conditions of Learning

Teacher Credentials

Teachers School 2017-18 School 2018-19 School 2019-20 District 2019-20
With Full Credential 3 3 3 3
Without Full Credential 0 0 0 0
Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0



Teacher Misassignments and Vacant Teacher Positions

Indicator 2017-18 2018-19 2019-20
Misassignments of Teachers of English Learners 0 0 0
Total Teachers Misassignments 0 0 0
Vacant Teacher Positions 1 0 0



Quality and Availability of Textbooks and Instructional Materials

(School Year 2019-20)

Year and month in which the data were collected:  1/2020




Textbooks and Instructional Materials/year of Adoption  

Percent Students Lacking Own Assigned Copy

Reading/Language Arts 35 100%*
Mathematics 10 100%*
Science 8 100%*
History-Social Science 8 100%*
Foreign Language 0 100%*
Health 3 100%*
Visual and Performing Arts 0 100%*
Science Laboratory Equipment (grades 9-12) N/A 100%*

*Due to the nature of the School, it has been determined that keeping educational and instructional materials at the school is the best way to ensure that they remain available for the students.


School Facility Conditions and Planned Improvements

Year and month of the most recent FIT report: 12/2019

System Inspected Rate Good Rate Fair Rate Poor Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer X Replaced full AC condenser
Interior: Interior Surfaces X About 15 replaced tiles
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation


Electrical: Electrical X Upgraded one subpanel
Restrooms/Fountains: Restrooms, Sinks/Fountains X Boys: Replaced paper towel dispenser and two air dryers 12/2019
Safety: Fire Safety, Hazardous Materials X Hazardous rag container in the woodshop
Structural: Structural Damage, Roofs X Replaced roofs
External: Playground/School Grounds, Windows/Doors/Gates/Fences X Pavers to top portion of the school. Added artificial turf

Overall Facility Rate

Year and month of the most recent FIT report: 12/2019



Overall Rating

Exemplary Good Fair Poor




Career Technical Education Programs (School Year 2018-19)

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
  • Comprehensive transitional work-readiness and independent living skills program designed to maximize our students’ realization of their highest potential.

Parental Involvement

New Haven School takes pride in its efforts to ensure that parents/guardians and other service providers involved with the youth’s progress and goals. Within thirty days after a student has been placed at New Haven, New Haven will initiate a 30 day review service plan including IEP goals, youth report, parent/guardian report, historical information, available testing data, behavioral history while at New Haven, academic performance at New Haven, health information, 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 the initial meeting. The primary purpose of the initial 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 team will also review current IEP and treatment goals.

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. The primary purpose of the quarterly treatment team meetings 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.

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 to completely participate and remain active in quality improvement initiatives.

School Climate

School Safety Plan (School Year 2019-20)

New Haven School’s Comprehensive Safety Plan was last revised and updated in 2014 but discussed in 2019. 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.
  • Goal 4: New Haven Residents, family members, staff members, volunteers, and visitors benefit from a safe, clean, and therapeutic environment while on or in New Haven facilities or participating in New Haven sponsored activities.

Additional Information

Average Class size and Class Size Distribution (School Year 2018-19):

Grade Level Average Class Size
6 0
7 11
8 11
9 11
10 11
11 11
12 11

Academic Counselors and Other Support Staff (School Year 2018-19):

Title Number of FTE Assigned to School
Academic Counselor 1
Counselor (Social/Behavioral or Career Development 5
Library Media Teacher (Librarian) 0
Library Media Services Staff (Paraprofessional) 0
Psychologist 1
Social Worker 0
Nurse 1
Speech/Language/Hearing Specialist 1
Resource Specialist (non-teaching) 0
Other (Occupational Therapist) 1

Types of Services Funded (Fiscal Year 2018-19)

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

Professional Development (Most Recent Three Years)

New Haven provides our teachers and teacher assistants with monthly trainings after school. Topics for trainings are developed by the school administration in collaboration with the teachers and other school personnel based upon the identified needs of our students. Student needs are identified through a variety of focus, including review of academic and behavioral data, student surveys, and feedback from our parents and home school districts.

Sample training topics include:

  • Positive Behavioral Supports
  • Maintaining a Safe, Clean, Therapeutic Classroom
  • Analysis of Behavior
  • Child Abuse Reporting
  • Classroom data management and analysis
  • Autistic Spectrum Disorder
  • Meeting the needs of special needs students
  • Trauma-Informed Services
  • Cultural Competency (Including LGBTQ)