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.
- For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
- 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|
* 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.
MODIFIED DAY PROGRAM
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.
OPEN HOUSE (FALL)
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.
OPEN HOUSE (SPRING)
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.
PARENT 2 PARENT
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
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.
MONTHLY PARENT SEMINARS
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.
Student Enrollment by Grade Level (School Year 2014–15)
|Grade Level||Number of Students|
STUDENT ENROLLMENT BY STUDENT GROUP (SCHOOL YEAR 2014–15)
|Group||% Total Enrollment|
|Black or African-American||8|
|American Indian or Alaska Native||0|
|Hispanic or Latino||67|
|Native Hawaiian or Pacific Islander||0|
|Two or More Races||0|
|Students with Disabilities||100|
|With Full Credential||6||4||4|
|Without Full Credential||0||0||0|
|Teaching Outside Subject Area of Competence (with full credential)||0||0||0|
SCHOOL FACILITY CONDITIONS AND PLANNED IMPROVEMENTS – MOST RECENT YEAR
|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.
CAREER TECHNICAL EDUCATION PROGRAMS (SCHOOL YEAR 2014–15)
|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.
COURSES FOR UNIVERSITY OF CALIFORNIA AND/OR CALIFORNIA STATE UNIVERSITY ADMISSION
|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.
COMPLETION OF HIGH SCHOOL GRADUATION REQUIREMENTS – GRADUATING CLASS OF 2015
|Black or African American||1||DPC||DPC|
|American Indian or Alaska Native||0||DPC||DPC|
|Hispanic or Latino||5||DPC||DPC|
|Native Hawaiian or Pacific Islander||0||DPC||DPC|
|Two or More Races||0||DPC||DPC|
|Students with Disabilities||7||DPC||DPC|
SCHOOL SAFETY PLAN – MOST RECENT YEAR
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.
ACADEMIC COUNSELORS AND OTHER SUPPORT STAFF (SCHOOL YEAR 2013–14)
|Title||Number of FTE*
Assigned to School
|Average Number of
|Counselor (Social/Behavioral or Career Development)||2||N/A|
|Library Media Teacher (librarian)||DPL||N/A|
|Library Media Services Staff (paraprofessional)||DPL||N/A|
|Resource Specialist (non-teaching)||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.
PROFESSIONAL DEVELOPMENT – MOST RECENT THREE YEARS
|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:
|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,
|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,
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|
|With Full Credential||100%||100%||100%||100%|
|Without Full Credential||0%||0%||0%||0%|
|Teaching Outside Subject Area of Competence
(with full credential)
TEACHER MISASSIGNMENTS AND VACANT TEACHER POSITIONS
|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
QUALITY, CURRENCY, AVAILABILITY OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS (SCHOOL YEAR 2014–15)
|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|
|SRA/McGraw Hill 2002|
|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|
|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|