California Department of Education

School Accountability Report Card

Reported Using Data from the 2016–17 School Year

 

 

For Cheerful Helpers Therapeutic School

 

Address:    3300 Wilshire Blvd Los Angeles, CA 90010 Phone:    (213) 387-7252

Principal:   Mary Harris, Clinical Director                 Grade Span:    Preschool-Kindergarten

 

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 http://www.cde.ca.gov/ta/ac/sa/.
  • 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/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 http://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).

 

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 mean data provided by the LEA,
and the letters DPC mean data provided by the CDE.

 

About This School

 

District Contact Information (School Year 2017–18)

District Name

LAUSD

Phone Number

 

Superintendent

 

E-mail Address

Sserra4@lausd.net

Web Site

 

 

 

School Contact Information (School Year 2017–18)

School Name

Cheerful Helpers Therapeutic School

Street

3300 Wilshire Blvd

City, State, Zip

Los Angeles, CA 90010

Phone Number

213-387-7252

Principal

Mary Harris, LMFT, Clinical Director

E-mail Address

Mary.harris@cheerfulhelpers.org

 

Web Site

http://www.cheerfulhelpers.org/

County-District-School (CDS) Code

NPSA ID# 19-64733-6906374

 

 

School Description and Mission Statement (School Year 2017–18)

This preschool-kindergarten program is for children, ages 3-7, with high-functioning autism, aspergers, attachment disorders, developmental delays, and processing, learning and emotional difficulties. The developmental, relationship-based treatment approach is accomplished through a combination of educational, sensory-motor, communication, and family systems interventions. In addition to academics the school program includes art, music, movement, and yoga.

 

Children attend school five days per week, in small language-rich classes, with a 1:2 staff to student ratio and a dedicated multi-disciplinary team of special education teachers and therapists. All parents participate in family therapy, as well as a weekly parent group. School-based occupational and speech and language services are also provided by licensed therapists as needed. When children are ready they are included in our twice-weekly social skills program.  

 

Mission Statement: We provide hope to families with young children experiencing significant developmental, social and emotional challenges. In a safe and warm setting, we offer a unique collaborative, educational and therapeutic approach, empowering the entire family to achieve their potential for life-long growth.

 

Philosophy: We strive to maintain an environment that is respectful and supportive of each child’s developmental accomplishments, emotional resilience and autonomy. The Center combines compatible theories of children’s psychological cognitive development with an attention to individual differences and family processes.

 

 

Student Enrollment by Grade Level (School Year 2016–17)

Grade Level

Number of Students

Kindergarten

3

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

N/A

Grade 8

N/A

Ungraded Elementary

N/A

Grade 9

N/A

Grade 10

N/A

Grade 11

N/A

Grade 12

N/A

Ungraded Secondary

N/A

Total Enrollment

7

 

Student Enrollment by Student Group (School Year 2016–17)

Student Group

Percent of

Total Enrollment

Black or African American

14%

American Indian or Alaska Native

N/A

Asian

14%

Filipino

N/A

Hispanic or Latino

N/A

Native Hawaiian or Pacific Islander

N/A

White

58%

Two or More Races

14%

Socioeconomically Disadvantaged

N/A

English Learners

N/A

Students with Disabilities

100%

Foster Youth

N/A

 

 

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

 

 

Teacher Credentials

Teachers

School

2015–16

School

2016–17

School

2017–18

District

2017–18

With Full Credential

2

2

2

N/A

Without Full Credential

N/A

N/A

N/A

N/A

Teaching Outside Subject Area of Competence (with full credential)

N/A

N/A

N/A

N/A

           

 

 

 

Teacher Misassignments and Vacant Teacher Positions

Indicator

2015–16

2016–17

2017–18

Misassignments of Teachers of
English Learners 

N/A

N/A

N/A

Total Teacher Misassignments*

N/A

N/A

N/A

Vacant Teacher Positions

N/A

N/A

N/A

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.

 

 

Quality, Currency, Availability of Textbooks and Instructional Materials
(School Year 2017–18)

 

Year and month in which the data were collected:          October 2017 .

 

Subject

Textbooks and Instructional Materials/year of Adoption

From Most Recent Adoption?

Percent Students Lacking Own Assigned Copy

Reading/Language Arts

2017

2015

0%

Mathematics

2017

2015

0%

Science

2017

2015

0%

History-Social Science

2017

2015

0%

Foreign Language

N/A

N/A

N/A

Health

2017

2015

0%

Visual and Performing Arts

DPL

DPL

DPL

Science Laboratory Equipment (grades 9-12)

N/A

N/A

N/A

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

 

 

 


School Facility Conditions and Planned Improvements

Narrative provided by the LEA

Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:

 

The most recent fire inspection clearance states the facility complies with all applicable standards related to fire and life safety.

 

The most recent childcare licensing site visit indicated no regulatory violations posing risk to the health, safety, or personal rights of children in our care.  

 

 

 

 

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 overall rating

 

Year and month of the most recent FIT report:        August 29th, 2017                    

 

System Inspected

Repair Needed and

Action Taken or Planned

Good

Fair

Poor

 

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

 

 

 

Interior: Interior Surfaces

X

 

 

 

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

 

 

 

Electrical: Electrical

X

 

 

 

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

 

 

 

Safety: Fire Safety, Hazardous Materials

X

 

 

 

Structural: Structural Damage, Roofs

X

 

 

 

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

 

 

 

 

 

Overall Facility Rate

 

Year and month of the most recent FIT report:        August 29th, 2017             

 

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, which 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); and
  • 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.

 

 

CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven

Subject

Percentage of Students Meeting or Exceeding
the State Standards

School

District

State

2015–16

2016–17

2015–16

2016–17

2015–16

2016–17

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: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

 

 

 

CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2016–17)

Student Group

 

Total

Enrollment

Number

Tested

Percent

Tested

Percent

Met or Exceeded

All Students

N/A

N/A

N/A

N/A

Male

N/A

N/A

N/A

N/A

Female

N/A

N/A

N/A

N/A

Black or African American

N/A

N/A

N/A

N/A

American Indian or Alaska Native

N/A

N/A

N/A

N/A

Asian

N/A

N/A

N/A

N/A

Filipino

N/A

N/A

N/A

N/A

Hispanic or Latino

N/A

N/A

N/A

N/A

Native Hawaiian or Pacific Islander

N/A

N/A

N/A

N/A

White

N/A

N/A

N/A

N/A

Two or More Races

N/A

N/A

N/A

N/A

Socioeconomically Disadvantaged

N/A

N/A

N/A

N/A

English Learners

N/A

N/A

N/A

N/A

Students with Disabilities

N/A

N/A

N/A

N/A

Students Receiving Migrant Education Services

N/A

N/A

N/A

N/A

Foster Youth

N/A

N/A

N/A

N/A

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

 

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.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

 

 

 

CAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016–17)

Student Group

 

Total

Enrollment

Number

Tested

Percent

Tested

Percent

Met or Exceeded

All Students

N/A

N/A

N/A

N/A

Male

N/A

N/A

N/A

N/A

Female

N/A

N/A

N/A

N/A

Black or African American

N/A

N/A

N/A

N/A

American Indian or Alaska Native

N/A

N/A

N/A

N/A

Asian

N/A

N/A

N/A

N/A

Filipino

N/A

N/A

N/A

N/A

Hispanic or Latino

N/A

N/A

N/A

N/A

Native Hawaiian or Pacific Islander

N/A

N/A

N/A

N/A

White

N/A

N/A

N/A

N/A

Two or More Races

N/A

N/A

N/A

N/A

Socioeconomically Disadvantaged

N/A

N/A

N/A

N/A

English Learners

N/A

N/A

N/A

N/A

Students with Disabilities

N/A

N/A

N/A

N/A

Students Receiving Migrant Education Services

N/A

N/A

N/A

N/A

Foster Youth

N/A

N/A

N/A

N/A

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

 

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.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

 

 

 

CAASPP Test Results in Science for All Students
Grades Five, Eight, and Ten

Subject

Percentage of Students Scoring at Proficient or Advanced

School

District

State

2014–15

2015–16

2014–15

2015–16

2014–15

2015–16

Science
(grades 5, 8,and 10)

N/A

N/A

N/A

N/A

N/A

N/A

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten.

 

Note: Scores are not shown when the number of students tested 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: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

 

 

Career Technical Education Programs (School Year 2016–17)

Narrative provided by the LEA

Use this space to provide information about Career Technical Education (CTE) programs including:

 

Cheerful Helpers Therapeutic School is a pre-school and kindergarten program only.

 

 

 

Career Technical Education Participation (School Year 2016–17)

Measure

CTE Program Participation

Number of Pupils Participating in CTE

N/A

Percent of Pupils Completing a CTE Program and Earning a High School Diploma

N/A

Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education

N/A

 

 

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure

Percent

2016–17 Pupils Enrolled in Courses Required for UC/CSU Admission

N/A

2015–16 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

 

 

California Physical Fitness Test Results (School Year 2016–17)

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: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

 

 

                                                `          

  1. 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 for the school district and each schoolsite

 

 

Opportunities for Parental Involvement (School Year 2017–18)

- A parent attends school with their child for 

the first # weeks’ attachment/separation

- All parents participate in 2-4x month

Family Counseling program 

- All families participate in 1x weekly 

Parent Group Counseling program

 

 

 

State Priority: Pupil Engagement

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

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

 

 

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator

School

District

State

2013–14

2014–15

2015–16

2013–14

2014–15

2015–16

2b b 013–14

2014–15

2015–16

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

NA

N/A

N/A

N/A

N/A

N/A

N/A

 

 

 

Completion of High School Graduation Requirements – Graduating Class of 2016 (One-Year Rate)

Student Group

School

District

State

All Students

N/A

N/A

N/A

Black or African American

N/A

N/A

N/A

American Indian or Alaska Native

N/A

N/A

N/A

Asian

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

White

N/A

N/A

N/A

Two or More Races

N/A

N/A

N/A

Socioeconomically Disadvantaged

N/A

N/A

N/A

English Learners

N/A

N/A

N/A

Students with Disabilities

N/A

N/A

N/A

Foster Youth

N/A

N/A

N/A

 

 

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

 

 

Suspensions and Expulsions

Rate

School

District

State

2014–15

2015–16

2016–17

2014–15

2015–16

2016–17

2014–15

2015–16

2016–17

Suspensions

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Expulsions

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

 

 

School Safety Plan (School Year 2017–18)

Narrative provided by the LEA

In preparation for an internal or external disaster threat, Cheerful Helpers practices monthly 'Fire/Emergency Drills'. These serve to prepare and somewhat normalize the need for our young special needs children to respond quickly with minimal disregulation and maximized attention to their teacher leading them through our 'Disaster Plan' to the safe and containing outdoor play yard space together. There are three accessible and known exits from the building. In the event of a need for evacuation we are expected to meet parents at Wilshire Boulevard Temple on Wilshire and Hobart to the West - or - Southwestern Law School ton Wilshire to the East. 

In the event of a minor injury, school staff will attend to the child and notify parent

at pick-up. If a child is seriously injured while at our School, parents or their designees will be immediately notified. In the event that emergent medical care is needed, the child will be taken to Children's Hospital of LA . In the event that emergent dental care is needed, the child will be taken to either child's local dentist or to Morel Fidler, DDS on Wilshire just east of Crescent Heights.

Emergency Information Cards with annually updated family contacts, an Emergency Medical Consent Form as well as a 3-day Emergency Pack and food/water supply are all kept available at our school site.

 

 

 

 

  1. 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.

 

 

Federal Intervention Program (School Year 2017–18)

Indicator

School

District

Program Improvement Status

DPC

DPC

First Year of Program Improvement

DPC

DPC

Year in Program Improvement

DPC

DPC

Number of Schools Currently in Program Improvement

N/A

DPC

Percent of Schools Currently in Program Improvement

N/A

DPC

Note: Cells with NA values do not require data.

 

 

Average Class Size and Class Size Distribution (Elementary)

Grade

Level

Avg.

Class

Size

2014–15

Number of

Classes*

Avg.

Class

Size

2015–16

Number of

Classes*

Avg.

Class

Size

2016–17

Number of

Classes*

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K

6

X

 

 

6

X

 

 

6

X

 

 

1

N/A

 

 

 

 

 

 

 

 

 

 

 

2

N/A

 

 

 

 

 

 

 

 

 

 

 

3

N/A

 

 

 

 

 

 

 

 

 

 

 

4

N/A

 

 

 

 

 

 

 

 

 

 

 

5

N/A

 

 

 

 

 

 

 

 

 

 

 

6

N/A

 

 

 

 

 

 

 

 

 

 

 

Other

N/A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                             

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

 

 

 

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg.

Class

Size

2014–15

Number of Classes*

Avg.

Class

Size

2015–16

Number of Classes*

Avg.

Class

Size

2016–17

Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

N/A

 

 

 

 

 

 

 

 

 

 

 

Mathematics

N/A

 

 

 

 

 

 

 

 

 

 

 

Science

N/A

 

 

 

 

 

 

 

 

 

 

 

Social Science

N/A

 

 

 

 

 

 

 

 

 

 

 

* 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.

 

 

Academic Counselors and Other Support Staff (School Year 2016–17)

Title

Number of FTE*

Assigned to School

Average Number of

Students per

Academic Counselor

Academic Counselor

N/A

N/A

Counselor (Social/Behavioral or Career Development)

N/A

N/A

Library Media Teacher (Librarian)

N/A

N/A

Library Media Services Staff (Paraprofessional)

N/A

N/A

Psychologist

N/A

N/A

Social Worker/Marriage Family Therapist

5.0

N/A

Nurse

N/A

N/A

Speech/Language/Hearing Specialist

.2

N/A

Resource Specialist (non-teaching)

N/A

N/A

Other (Occupational Therapist)

.2

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.

 

 

 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015–16)

Level

Total

Expenditures

Per Pupil

Expenditures

Per Pupil

(Restricted)

Expenditures

Per Pupil

(Unrestricted)

Average

Teacher

Salary

School Site

DPL

DPL

DPL

DPL

District

N/A

N/A

DPL

DPC

Percent Difference – School Site and District

N/A

N/A

DPL

DPL

State

N/A

N/A

DPC

DPC

Percent Difference – School Site and State

N/A

N/A

DPL

DPL

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

 

 

To be provided by LEA

 

Types of Services Funded (Fiscal Year 2016–17)

Narrative provided by the LEA

The types of services funded include;

  • Education
  • Counseling
  • Social Work Services
  • Parent Training
  • Occupational Therapy
  • BII and BID
  • LSDR

 

 

 

Teacher and Administrative Salaries (Fiscal Year 2015–16)

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 http://www.cde.ca.gov/ds/fd/cs/.

 

 

 

Advanced Placement (AP) Courses (School Year 2016–17)

Subject

Number of

AP Courses Offered*

Percent of Students

In AP Courses

Computer Science

N/A

N/A

English

N/A

N/A

Fine and Performing Arts

N/A

N/A

Foreign Language

N/A

N/A

Mathematics

N/A

N/A

Science

N/A

N/A

Social Science

N/A

N/A

All Courses

N/A

DPC

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

 

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

 

 

Professional Development

Narrative provided by the LEA

Use this space to share information on the annual number of days provided for professional development and continuous professional growth for the school years 2017–18, 2016–17, and 2015–16. Questions that may be answered include:

 

  • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were student achievement data used to determine the need for professional development in reading instruction?

  • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, individual mentoring, etc.)?

  • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student performance data reporting, etc.)?

 

 

 

 

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