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California Department of Education

School Accountability Report Card

Reported Using Data from the 2014–15 School Year

Published During 2015–16



Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. 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 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.

  • View this SARC online at the school and/or LEA Web sites.
  • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents and community members should contact the school principal or the district office.

About This School

School Contact Information (School Year 2014–15)

Name  The Help Group’s Parkhill School
Street  15339 Saticoy Street *
City, State, Zip  Van Nuys, CA 91406
Phone Number  (818) 883-3500
Principal  Elin Bradley
E-mail Address  ebradley@thehelpgroup.org
Website  www.northhillsprep.com
CDS Code  19-64733-0131524

* Parkhill School moved from 7401 Shoup Avenue, West Hills, CA 91307 to the location above on February 1, 2015

School Description and Mission Statement – Most Recent Year 

Parkhill School offers a diploma track, hands-on learning program which supports and challenges both enthusiastic and reluctant learners in a structured, therapeutic environment. Some students on an alternate curriculum may be appropriate for admission to Parkhill School.

Students with specific learning differences, emotional or motivational issues, or problems with attention are provided the tools and guidance they need to succeed. Parkhill places an emphasis on making learning fun and important through project-based learning. Middle School students are actively engaged in following sequential written directions, demonstrating knowledge through mastery tasks and serving in leadership roles. High School students are provided steady individualized support to transition to adult employment and further education.



The academic curriculum at Parkhill School provides all courses necessary for a high school diploma and meets all requirements for freshman admission to the UC schools. Additionally, Parkhill School includes and emphasizes career readiness to insure future student success both in further education and in the workplace. Our faculty employs project-based learning to reinforce academic skills while strengthening vocational skills. Once a week staff meet to discuss how academic concepts in core classes can be reinforced through hands-on learning elective courses.



For students who have particular circumstances or needs that preclude daily, full-time attendance Parkhill School offers a Modified Day Program. Working with a specific teacher, students are provided with appropriate coursework and hours of work are monitored and recorded. Students pass each class when they have completed at least 60 hours of coursework at a satisfactory level and have demonstrated competence in the subject.



Parkhill School’s hands-on, real-life approach to learning enables the school to offer enrollment to appropriate alternate curriculum students. The program offers a structured curriculum that combines classroom instruction with real world application based on evidence that students learn best from this integrated approach. This unique program embeds core academics within community-based instruction and vocational education, which includes on-campus internships, as well as internships at various community businesses.



Parkhill School plans each student’s educational and transition program by establishing the end goal for each student in a team meeting, including parents, counselors, teachers and administration, and then crafting a plan to achieve that goal. Some students desire and are provided with a path to return to public school. Some students wish to accelerate their course of study by taking courses at a community college or an occupational center. Other students (often reluctant learners) are provided with significant support in developing employment skills. By providing resume-ready experience while in high school, Parkhill School students obtain “internship” experience rarely provided outside of a college or university setting.

Students may participate in internships at local businesses and in on-campus positions. Transition classes include Culinary Arts (with a Food Handler’s Certificate opportunity), Vocational Skills (project based learning), High School Practicum (bus passes, practical skills of life) and on-site vocational training.

Parkhill School offers Career Cruising, a software program geared to assist both students and their parents in planning post high-school options. Students have on-site and off-site options with the Department of Rehabilitation and the Workability program, which provides work experience with minimum wage pay for a few hours a week.



Athletics: Physical education at Parkhill is focused upon the support of effort and fair play. Led by an experienced coach, students are encouraged to meet their individual goals with the encouragement of peers and staff. At the Shoup Avenue location, Parkhill School offered a private on-site grass field and a large private outside basketball court. At the present location, shared with The Help Group’s North Hills Prep, there is an indoor gym and weight-training room.

Field Trips: Field trips include both educational and “reward” excursions into the community. Frequent destinations include Beach Clean-Up, the Los Angeles Museum of Contemporary Art, the California Science Center, the Los Angeles Zoo, and local businesses.

Council: Council is a unique therapeutic and social skills group. Based upon Native American tradition, council gives students an opportunity to come together and express themselves in a safe and structured environment. Emphasis is placed upon listening without judgment and exploring personal truths and universal understanding.



The Help Group’s Parkhill School provides additional services to assist students in meeting their educational and life goals. Counseling, both DIS and ERMHS, is provided. Speech and Language Services and Occupational Therapy are available as needed.

Transition services include “Career Cruising”, which is an on-line guidance program which assists students in identifying their occupational interests and strengths. The WorkAbility program places students in supervised work 3 hours a week at minimum wage. The Department of Rehab program assist our students in developing work related skills and in finding part time employment while in school.

College counseling is available.


Opportunities for Parental Involvement (School Year 2014–15) 


Blackboard Connect is an email/phone notification system which enables the school to provide information to parents via their preferred communication medium.



Parents are introduced to the school and their student’s teachers. Relationships with personnel are established. Teachers present their syllabi to parents and explain coursework, class policies, and other expectations. Parents can request appointments with the teacher for further discussion throughout the year.



Each spring, Parkhill School provides an Open House event to display student work and highlight other student skills and achievements. Students from the Culinary class and the Vocational class provide refreshments and a meal made by students in the school kitchen. Artwork is displayed and parents have the opportunity to discuss student progress with teachers, counselors, and staff.



The Help Group offers a monthly meeting to connect parents with other parents and share successes and challenges in supporting young adults in their transition to increase independence. Interested parents should contact Advance LA at 818-779-5198 or for more information go to www.advancela.org.



The Help Group Annual Summit takes place each fall and hosts renowned professionals to discuss advances and best practices in the area of autism, learning disabilities, and ADHD. For more information contact The Help Group at 877-943-5747.



Since moving to the new location in February 2015, Parkhill School parents have been invited to parent seminars provided by the Van Nuys campus’ clinical staff. Seminars provide parents with important information on topics like parenting skills, academic support strategies, understanding psychopathology, and other relevant topics.



School Climate

Student Enrollment by Grade Level (School Year 2014–15)

Grade Level  Number of Students 
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 1
Grade 6 2
Grade 7 5
Grade 8 4
Grade 9 9
Grade 10 11
Grade 11 11
Grade 12 8
Total Enrollment  51



Group  % Total Enrollment 
Black or African-American 8
American Indian or Alaska Native 0
Asian 0
Filipino 0
Hispanic or Latino 67
Native Hawaiian or Pacific Islander 0
White 25
Two or More Races 0
Socioeconomically Disadvantaged 75
English Learners 15
Students with Disabilities 100



Teachers  School 








With Full Credential 6 4 4
Without Full Credential 0 0 0
Teaching Outside Subject Area of Competence (with full credential) 0 0 0



In February 2015, Parkhill relocated to Van Nuys, CA., where it shares the campus with The Help Group’s North Hills Prep (also an NPS). The school consists of 5 classrooms, library, computer lab, auditorium, 4 counseling offices, staff lounge, kitchen, separate bathroom facilities for students and staff, main office, 5 office cubicles, conference room, indoor basketball court, paved playground, and a parking lot. The facility is secure. The front gate to the parking lot and to the main entrance is gated and guarded during the school day. The facility is maintained in good working order.

The facility is routinely inspected by the Los Angeles County Health Department and the Fire Safety Department. Parkhill maintains current health and fire safety clearances which are renewed annually.



Parkhill School places a strong emphasis on developing career skills during high school. Transition building programs include Career Cruising, Life Skills coursework, and participation in the WorkAbility program.

Students learn employment skills on-site in courses such as Culinary Arts (earning a Food Handler’s license necessary for employment in the food industry), Graphic Arts (Web Design, Word Processing, Digital Photography, Game Theory, Vocational Skills (wall prep, sanding, painting, use of power tools, simple repairs – at the old campus) and Assembly Skills (following sequential directions to construct various projects, developing a budget for such projects, etc.) On-site activities are integrated with academic courses. For example, math concepts may be reinforced through construction activities and cooking activities. Teachers meet once a week to discuss the integration of academic concepts within hands-on elective activities.

Students also learn employment skills off-site in unpaid internships in various venues, including retail stores, small grocery stores, and in more sheltered work environments. Our juniors and seniors obtain bus passes on school sponsored field trips and they develop a familiarity with transit and train transportation options.

Students visit community colleges and trade schools during school sponsored field trips.



UC/CSU Course Measure  Percent 
2014–15 Students Enrolled in Courses Required 

for UC/CSU Admission 


* Note: the vast majority of Parkhill School students are funded by Los Angeles Unified School District. Prior to the 2015-2016 graduated class, students were not required to pass foreign language or Algebra 2 to graduate. These are requirements for admission to UC and CSU schools.



Group  School  District  State 
All Students 7 DPC DPC
Black or African American 1 DPC DPC
American Indian or Alaska Native 0 DPC DPC
Asian 0 DPC DPC
Filipino 0 DPC DPC
Hispanic or Latino 5 DPC DPC
Native Hawaiian or Pacific Islander 0 DPC DPC
White 1 DPC DPC
Two or More Races 0 DPC DPC
Socioeconomically Disadvantaged 6 DPC DPC
English Learners 0 DPC DPC
Students with Disabilities 7 DPC DPC




The Help Group’s Parkhill School has developed and implemented a school-wide safety plan. A copy of the plan is on the file at the school and is available upon request.



Title  Number of FTE* 

Assigned to School 

Average Number of 

Students per 

Academic Counselor 

Academic Counselor DPL DPL
Counselor (Social/Behavioral or Career Development) 2 N/A
Library Media Teacher (librarian) DPL N/A
Library Media Services Staff (paraprofessional) DPL N/A
Psychologist DPL N/A
Social Worker DPL N/A
Nurse DPL N/A
Speech/Language/Hearing Specialist DPL N/A
Resource Specialist (non-teaching) DPL N/A
Other DPL 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.



Parkhill School provides professional staff development to all employees on a regular basis. Each school year begins with 3 to 4 days of professional staff development. Staff are informed annually on issues such as mandated child abuse reporting laws, responsibilities regarding reporting sexual and/or other forms of harassment, privacy issues, etc.

The topics for in-services are developed according to a needs assessment survey completed by staff and supervisors each year. Recent in-services have included: Common Core Math, Teaching Students With Emotional Disturbance, Keeping Appropriate Boundaries, Common Core English, Thinking Skills Development, Career and Transition Curriculum, Behavior Management, Therapeutic Relationships, etc.

Teachers and counseling staff routinely participate in off-site development opportunities in their areas of interest. Weekly meetings include mini-trainings as the need arises. All new and continuing staff participate in CPI Training.



Additional Trainings and Workshops

THG’s Parkhill School is committed to the professional development of its staff. In addition to workshops offered on-site during minimum days, staff members attend off-site trainings and share the information with select staff or the entire school.

During the 2014-2015 school year, off-site trainings included:

Training  Trainer  Date  Participant/s 
1. LAUSD Child Abuse Training LAUSD Learning Zone August-September 2014 All staff
2. LAUSD Federal False Claims training LAUSD Learning Zone August-September 2014 All staff
3. LAUSD Welligent Documentation Training LAUSD Learning Zone August-September 2014 Therapists
4. School-Based Mentoring Programs AATBS April 27, 2014 Frank Shapiro
5. Schoolwide Prevention and Intervention Strategies AATBS April 27, 2014 Frank Shapiro
6. Supervision from a Theoretical, Cultural, and Practical Perspective (Karen Enyedy, Ph.D.) 6 hours 7/16/14 Karen Enyedy, Ph.D. July 16, 2014 Frank Shapiro, Laurie Owens, Susan Paul-Klein
7. The HELP Group Summit Various presentations October 17, 2014 Elin Bradley, Frank Shapiro, Laurie Owens
8. Introduction to Autism, Applied Behavior Analysis Las Virgenes Unified School District February 26 & 27, 2015 Laurie Owens, Marc Rosenberg
9. Hands-On Training Las Virgenes Unified School District & Autism Partnership Staff March 3-6, 2015 Laurie Owens, Marc Rosenberg
10. Awakening Greatness in Children Howard Glasser March 21, 2015 Susan Paul-Klein
11. Introduction to Dialectical Behavior Therapy Lauren Kerwin, Ph.D. April 15, 2015 Frank Shapiro, Laurie Owens
12. Advance LA Conference  The Science of Happiness May 1, 2015 Elin Bradley,
Frank Shapiro,
Laurie Owens
13. Equipping Our Children for Future Success AATBS May 11, 2015 Frank Shapiro
14. Working With Grieving Children Deborah Weisberg May 25, 2015 All Staff
15. Law and Ethics Training Karen Enyedy, Ph.D. July 21, 28 2015 Frank Shapiro,
Laurie Owens,
Susan Sosa,
Lauren Dimaggio, Susan Paul-Klein
16. DSM 5-A Skills Building Training for
Diagnosing Children and Youth
Marta Shinn, Ph.D. August 7, 2015 Laurie Owens




Teachers  School 








With Full Credential 100% 100% 100% 100%
Without Full Credential 0% 0% 0% 0%
Teaching Outside Subject Area of Competence

(with full credential)

0% 0% 0% 0%



Indicator  2012-13  2013-14  2014-15 
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.


Curriculum and Instructional Materials


1 MAT enVisionMath California Scott Foresman 2009
2 MAT enVisionMath California Scott Foresman 2009
3 MAT enVisionMath California Scott Foresman 2009
4 MAT enVisionMath California Scott Foresman 2009
5 MAT enVisionMath California Scott Foresman 2009
6 MAT California Mathematics Glencoe McGraw Hill 2008
7 MAT California Mathematics Glencoe McGraw Hill 2008
8 MAT California Algebra Readiness California Ed. Glencoe McGraw Hill 2008
1 SCI California Science Houghton Mifflin 2007
2 SCI California Science Houghton Mifflin 2007
3 SCI California Science Harcourt 2008
4 SCI California Science Harcourt 2008
5 SCI California Science Harcourt 2008
6 SCI California Earth Science Prentice Hall
7 SCI California Life Science Prentice Hall
8 SCI California Physical Science Prentice Hall
1 ELA Treasures Vol.1 Level 1 SRA/McGraw Hill 2002
1 ELA Treasures Vol.2 Level 1 SRA/McGraw Hill 2002
2 ELA Treasures Vol.1 Level 2 SRA/McGraw Hill 2002
2 ELA Treasures Vol.2 Level 2 SRA/McGraw Hill 2002
3 ELA Treasures Vol.1 Level 3 SRA/McGraw Hill 2002
3 ELA Treasures Vol.2 Level 3 SRA/McGraw Hill 2002
4 ELA Treasures

Level 4

SRA/McGraw Hill 2002
5 ELA Treasures

Level 5

SRA/McGraw Hill 2002
6 ELA The Language of Literature McDougall Littell
7 ELA The Language of Literature McDougall Littell
8 ELA The Language of Literature McDougall Littell
1 SS History-Social Science for California TIME AND PLACE Pearson/Scott Foresman 2006
2 SS History-Social Science for California THEN AND NOW Pearson/Scott Foresman 2006
3 SS History-Social Science for Califonia Scott Foresman 2006
4 SS History-Social Science for California Scott Foresman 2006
5 SS History-Social Science for California Scott Foresman 2006
6 SS Discovering Our Past: Ancient Civilizations Glencoe McGraw Hill 2005
7 SS World History: Medieval and Early Modern Times McDougall Littell
8 SS Creating America McDougall Littell
9 ELA The Language of Literature McDougall Littell
10 ELA The Language of Literature McDougall Littell
11 ELA The Language of Literature: American Literature McDougall Littell
11 ELA Writer’s Choice Glencoe McGraw-Hill 2005
12 ELA Timeless Voices, Timeless Themes CA Edition Prentice Hall 2002
9&10 MATH California Algebra 1 Glencoe McGraw Hill 2008
10&11 MATH California Geometry Concepts and Applications Glencoe McGraw Hill 2005
11&12 MATH Algebra II Glencoe
9 SS Lifetime Health Holt 2007
10 SS World History: Modern Times Glencoe 2006
11 SS The Americans McDougall Littell
12 SS United States Government Glencoe 2006
12 SS Economics: Today and Tomorrow Glencoe 2005
HS SCI Biology (Miller, Levine) Prentice Hall 2007
HS SCI Conceptual Physics (Hewitt) Pearson Prentice Hall 2006
9 to 12 Spanish 1 Realidades, Level 1 Prentice Hall 2004
9 to 12 Spanish 2 Realidades, Level 2 Prentice Hall 2004