School Accountability Report Car

School Accountability Report Card

Reported for School Year 2011-2012

Tobinworld II SARC

Notes regarding the source and currency of data:

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information

This section provides the schools contact information.

School		District
School Name	Tobinworld II (Non-Public School)	District Name
Street	2330 Country Hills Drive #102	Phone Number
City, State, Zip	Antioch, CA 94509	Web Site
Phone Number	(925) 755-8635	Superintendent
Principal	Richard Couch, Ph.D.	E-mail Address
E-mail Address	www.tobinworld.org

School Description and Mission Statement

This section provides information about the schools goals and programs.

Tobinworld II is a coed day school serving students with behavioral problems between the ages of five and 22.

Typically, Tobinworld II students are qualified for special education services with one of the following diagnoses: emotional disturbance, autism, developmental disabilities or severe learning disorder. Students with other health impairments are also accepted. At Tobinworld II, problem behaviors are treated with a highly consistent, individualized and structured positive behavior modification program that features a wide variety of reward opportunities. Academic instruction is highly individualized and includes the use of direct, programmed and computer-aided instruction. One of the main goals for students at Tobinworld II is to achieve improvement in behavioral and academic performance in order to successfully transition to mainstream public school and/or to community program sheltered work.

Opportunities for Parental Involvement

This section provides information about opportunities for parents to become involved with school activities.

Primary contact person is the principal of Tobinworld II Richard Couch. Parents are invited to the student IEP meetings to discuss, provide feedback and suggestion regarding the students individualized education plan.

Student Enrollment by Grade Level

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students	Grade Level	Number of Students
Kindergarten	0	Grade 8	16
Grade 1	2	Ungraded Elementary	0
Grade 2	0	Grade 9	3
Grade 3	3	Grade 10	9
Grade 4	8	Grade 11	8
Grade 5	5	Grade 12	10
Grade 6	13	Ungraded Secondary	0
Grade 7	14	Total Enrollment	91

Student Enrollment by Group

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment	Group	Percent of Total Enrollment
African American	40%	White (not Hispanic)	43%
American Indian or Alaska Native	0%	Multiple or No Response	7%
Asian	0%	Socioeconomically Disadvantaged	100%
Filipino	0%	English Learners	0%
Hispanic or Latino	10%	Students with Disabilities	100%
Pacific Islander	0%

Average Class Size and Class Size Distribution (Elementary)

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Grade

Level

2011-12

Avg.

Class

Size

Number of

Classrooms

Avg.

Class

Size

Number of

Classrooms

Avg.

Class

Size

Number of

Classrooms

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K-3

3-4

4-8

Other

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject

2011-12

Avg.

Class

Size

Number of Classrooms

Avg.

Class

Size

Number of Classrooms

Avg.

Class

Size

Number of Classrooms

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

Mathematics

Science

Social Science

II. School Climate

School Safety Plan

This section provides information about the school's comprehensive safety plan.

Tobinworld II provides a comprehensive school safety plan that is reviewed, updated and discussed with the school faculty on a regular basis. The main key elements of the safety plan can be located in the Tobinworld Disaster and Mass Casualty Plan of Action manual and also in the Tobinworld Emergency Procedures manual. Key elements of the school safety plan are as follows: pupil drill; teacher drill; school safety committee personnel description and responsibilities; emergency operations center personnel and its location; description and responsibilities of a triage team; search and rescue teams; fire suppression team and utility survey team; emergency appointed assembly team; student/staff accounting team; parent/student reunion gate team; and a psychological first aid team. The safety plan also includes the school/site map description of student/staff assembly area location, emergency student/staff evacuation routes, utility shut-off locations, fire extinguishers and first aid kits and emergency supplies location. The school evacuation plan includes all possible and safe evacuation routes. Key elements of the evacuation plan include student release procedures, parent/student reunion access, student emergency housing, designated school supervision, and family reunion plan. A safety committee is created at Tobinworld comprising of the maintenance director, controller, school nurse, and a teacher. Safety meetings are held for all staff concerning safety matters that can be discussed as an agenda during our weekly staff meetings.

School Discipline Practices

This section provides information about the school's efforts to create and maintain a positive learning environment, including the schools use of disciplinary strategies.

Tobinworld II seeks to impart to each student the skills and behaviors he or she needs in order to live as happy, normal, and productive a life as possible. Whenever feasible our goal is to return the student to public school or to a competitive or sheltered work opportunity. The program philosophy integrates special education with behavioral psychology. An

individualized program is designed for each student and is carried out by a special education teacher. Specific educational goals are set in such areas as the elimination of inappropriate behaviors, speech and language, academic, self care, independent living skills, social skills, and vocational skills. Tobinworld employs a high ratio of staff to students, enabling each student to receive a significant amount of individualized teaching and therapy each day. Educational and treatment methods used include precision teaching, direct instruction, programmed instruction, multimedia computers, self management, and behavior modification. Special recreational field trip events are scheduled frequently to provide a balanced and varied program.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School	District
Rate	2011-12
Suspensions	0	n/a	n/a	n/a
Expulsions	0	n/a	n/a	n/a

III. School Facilities

School Facility Conditions and Improvements

This section provides information about the condition of the schools grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

Tobinworld II takes great efforts to ensure that the school campus is clean, safe and functional. To assist in this effort, periodic, planned inspections are made by the school maintenance management team. At Tobinworld, inspection is an essential part of hazard control and we view all inspections as a fact-finding, not fault-finding. We will emphasize locating potential hazards that can adversely affect safety and health. All personnel will be responsible for continuous, ongoing inspection of the workplace. When uncovered, potentially hazardous conditions will be corrected immediately or a report will be filed to initiate corrective action.

In the schools efforts to keep students safe on school grounds before, during, and after the school day, Tobinworld requires all classroom staff and administrative staff to be assigned in supervising designated specific location areas before and after school during the unloading and loading of buses in the AM morning and PM afternoon times. The school also provides limited/controlled access of campus entrances during the school day. All visitors are to check in with the secretary at the front desk of the schools main office building. Any students arriving late to the campus are to also check in with the secretary at the office main front desk. Supervision of grounds and buildings is required by teachers, teachers aides and administrators at Tobinworld at all times during the school day.

Tobinworld II has 9 classrooms, a reward store room, a teen lounge reward room, and an office administration building. The school maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Tobinworld II has adopted cleaning standards for all buildings at the campus site. A summary of these standards is available at the school personnel office. The school maintenance director at Tobinworld works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

School Facility Good Repair Status

This table displays the results of the most recently completed school site inspection to determine the school facilitys good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
Item Inspected	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
Item Inspected	Exemplary	Good	Fair	Poor
Overall Summary	X

IV. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
Teachers	2008-09	2009-10	2011-12		2011-12
With Full Credential	0	1	9		n/a
Without Full Credential	6	5	0		n/a
Teaching Outside Subject Area of Competence	n/a	n/a	n/a		n/a

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2009-10	2010-11	2011-12
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100%	0%
All Schools in District	n/a	n/a
High-Poverty Schools in District	n/a	n/a
Low-Poverty Schools in District	n/a	n/a

Substitute Teacher Availability

This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the schools instructional program.

Tobinworld II has qualified staff with 30 day sub permits readily available in a case of teacher absence. Each sub teacher is allowed to teach for no more than 20 school days in one class throughout the course of the year. Administration makes sure our qualified individuals keep their permits up to date and log the amount of days they work in a particular class (making sure it does not exceed 20 days).

Teacher Evaluation Process

This section provides information about the procedures and the criteria used for teacher evaluations.

Each staff members evaluation is performed by a staffs immediate supervisor and approved by the supervisors superior. Evaluations are made at the end of every semester. Each employee will be evaluated from day to day by his/her immediate supervisor, as well as other relevant supervisors. These supervisors will advise the employee orally or in writing of both good and bad points about his/her performance. The employee is invited to discuss the subject of any evaluation and/or warnings in a constructive, non-hostile manner with the evaluator. The purpose of this discussion is to help the employee improve his performance in the future. If the employee is not satisfied with the discussion and wishes to appeal, s/he is encouraged to do so. Such appeals may be made informally and orally, and may be addressed to the Supervisors superior or the Executive Director. The evaluation system will be applied to all staff. If any employee believes there is anything unfair or improper in the evaluation scheme as it may apply to him or her, s/he is invited to bring any concerns to the Director of Administration or the Executive Director. Immediate Supervisors must complete an evaluation form in full. Reviewers may give just a total score or they may Pass if they are not familiar enough with the employee to fairly evaluate his or her performance. The evaluation rating scale are as follows:

1= Unsatisfactory, 2= Needs Improvement, 3= Good, 4= Very Good, 5= Superior.

V. Support Staff

Academic Counselors and Other Support Staff

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. 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.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	1	34
Library Media Teacher (Librarian)	0	n/a
Library Media Services Staff (paraprofessional)	0	n/a
Psychologist	0	n/a
Social Worker	0	n/a
Nurse	0	n/a
Speech/Language/Hearing Specialist	1	30
Resource Specialist (non-teaching)	0	n/a
Other (Occupational Therapist)	0	n/a

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the schools use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	Good Condition, Current, Available	0%
Mathematics	Good Condition, Current, Available	0%
Science	Good Condition, Current, Available	0%
History-Social Science	Good Condition, Current, Available	0%
Health	Good Condition, Current, Available	0%

VII. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

CST Results for All Students Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2010	2011	2012	2010	2011	2012	2010	2011	2012
English-Language Arts	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a
Mathematics	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a
Science	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a
History-Social Science	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a

CST Results by Student Group Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American	0%	0%	0%	0%
American Indian or Alaska Native	0%	0%	0%	0%
Asian	0%	0%	0%	0%
Filipino	0%	0%	0%	0%
Hispanic or Latino	0%	0%	0%	0%
Pacific Islander	0%	0%	0%	0%
White (not Hispanic)	0%	0%	0%	0%
Male	0%	0%	0%	0%
Female	0%	0%	0%	0%
Economically Disadvantaged	0%	0%	0%	0%
English Learners	0%	0%	0%	0%
Students with Disabilities	0%	0%	0%	0%
Students Receiving Migrant Education Services	0%	0%	0%	0%

Norm-Referenced Test

The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

NRT Results for All Students Three-Year Comparison

This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject	School			District			State
Subject	2010	2011	2012	2010	2011	2012	2010	2011	2012
Reading	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a
Mathematics	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a

NRT Results by Student Group Most Recent Year

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group	Percent of Students Scoring at or Above the National Average
Group	Reading	Mathematics
African American	0%	0%
American Indian or Alaska Native	0%	0%
Asian	0%	0%
Filipino	0%	0%
Hispanic or Latino	0%	0%
Pacific Islander	0%	0%
White (not Hispanic)	0%	0%
Male	0%	0%
Female	0%	0%
Economically Disadvantaged	0%	0%
English Learners	0%	0%
Students with Disabilities	0%	0%
Students Receiving Migrant Education Services	0%	0%

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE includes English-language arts and mathematics components. Student scores are reported as performance levels: Not Proficient, Proficient, and Advanced. Detailed information regarding CAHSEE results can be found at the CDE Web site at http://cahsee.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

CAHSEE Results for All Students Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-language arts and mathematics.

Subject	School			District			State
Subject	2009-10	2010-11	2011-12	2009-10	2010-11	2011-12	2009-10	2010-11	2011-12
English-Language Arts	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a
Mathematics	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a

CAHSEE Results by Student Group Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English-language arts and mathematics for the most recent testing period.

Group	English-Language Arts			Mathematics
Group	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
African American	100%	0%	0%	100%	0%	0%
American Indian or Alaska Native	n/a	n/a	n/a	n/a	n/a	n/a
Asian	n/a	n/a	n/a	n/a	n/a	n/a
Filipino	n/a	n/a	0%	n/a	n/a	0%
Hispanic or Latino	100%	0%	0%	100%	0%	0%
Pacific Islander	n/a	n/a	n/a	n/a	n/a	n/a
White (not Hispanic)	100%	0%	0%	100%	0%	0%
Male	100%	0%	0%	100%	0%	0%
Female	100%	0%	0%	100%	0%	0%
Economically Disadvantaged	100%	0%	0%	100%	0%	0%
English Learners	100%	n/a	n/a	100%	n/a	n/a
Students with Disabilities	100%	0%	0%	100%	0%	0%
Students Receiving Migrant Education Services	n/a	n/a	n/a	n/a	n/a	n/a

California Physical Fitness Test Results

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a schools test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

Grade Level	Percent of Students Meeting Fitness Standards
5	0%
7	0%
9	0%

VIII. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate

This table displays the schools one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	School			District			State
Indicator	2009-10	2010-11	2011-12	2009-10	2010-11	2011-12	2009-10	2010-11	2011-12
Dropout Rate (1-year)	0%	0%	0%	n/a	n/a	n/a	n/a	n/a	n/a
Graduation Rate	2%	10%	0%	n/a	n/a	n/a	n/a	n/a	n/a

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2006-07 school year in the 12th grade, as evidenced by that school years October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "n/a" means that the student group is not numerically significant.

Group	Graduating Class of 2011
Group	School	District	State
All Students	2%	n/a	n/a
African American	2%	n/a	n/a
American Indian or Alaska Native	0%	n/a	n/a
Asian	2%	n/a	n/a
Filipino	0%	n/a	n/a
Hispanic or Latino	2%	n/a	n/a
Pacific Islander	0%	n/a	n/a
White (not Hispanic)	2%	n/a	n/a
Socioeconomically Disadvantaged	0%	n/a	n/a
English Learners	0%	n/a	n/a
Students with Disabilities	100%	n/a	n/a

XI. Instructional Planning and Scheduling

School Instruction and Leadership

This section provides information about the structure of the school's instructional program and the experience of the schools leadership team.

Tobinworld II serves special needs students from 5 to 22 years of age who are emotionally disturbed, learning disabled, developmentally delayed or autistic. The students are placed in the appropriate instructional program according to their

IEP. Within that instructional setting students are then grouped according to assessed ability in special day classes. The Tobinworld curriculum consists of three different tracks. Instruction using the LAUSD Curriculum and supplemental materials is presented in the first through twelfth grades for the Emotionally Disturbed (ED) population. The LAUSD Life Skills Curriculum is presented as the instructional base, with supplemental materials, to the Community Based Instruction (CBI) population. Both of these instructional programs employ the CA State Standards. The autistic population has a curriculum specifically designed to meet their needs in the Tobinworld Special Ed School Curriculum for Autistic and Developmentally Delayed students. All students participate daily in the Tobinworld Precision Teaching computerized programs at their ability level in the core subject areas.

The school leadership team is made up of individuals with many years of experience working with the above mentioned populations at Tobinworld. The principal has a clear Severely Handicapped Credential. The IEP coordinator has a clear Mild Moderate Special Education Credential. The three assistant principals each have an Emergency 30-Day Credential. The Director of Education holds a clear Pupil Personnel Services, a lifetime Elementary Education and a Lifetime Credential to teach special education. Many of the administrative staff members are involved in University classes.

Professional Development

This section provides information about the program for training the school's teachers and other professional staff.

All staff, administrators, teachers aides, and bus drivers, are required to participate in the 2 week Tobinworld Training program as part of their acceptance of employment. The fundamental premise of this program is that the insights, perspectives, and approaches derived from behavioral psychology, in particular areas known as operant conditioning and experimental analysis of behavior, are the most effective tools for understanding and changing behavior.

The behavioral management system is learned by all employees to assure consistency and the highest degree of positive growth for each student. In addition to the initial training, refresher courses are offered periodically as the need arises or there is a change in the law.

Once a month, the teachers are required to attend a half-day teachers in-service. These meetings are presented by the administrative staff or outside speakers. Recent topics which have been presented include: School Safety in a Disaster; Writing Behavioral Support Plans; The Whys and Hows of a Functional Analysis and Behavior Intervention Plan; Writing Effective Lesson Plans; The Effect of Nutrition on Medication; and the Benefits of Computerized IEPs.

The teachers are encouraged to attend workshops sponsored by various school districts or conferences, and by professional organizations. Teachers involved in University Internship Programs are mentored by an administrator on campus. The administrative staff routinely visits the classrooms and provides coaching to the teacher as the need arises. Either private conferences or grade level meeting are held by the Assistant Principals to provide teachers or aides with assistance in implementing the academic and behavioral programs.

Administrators have an open-door policy and any employee can approach any member of the administrative staff for assistance.

Instructional Minutes

This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
K	57,600	36,000
1	57,600	50,400
2	57,600	50,400
3	57,600	50,400
4	57,600	54,000
5	57,600	54,000
6	57,600	54,000
7	64,800	54,000
8	64,800	54,000
9	64,800	64,800
10	64,800	64,800
11	64,800	64,800
12	64,800	64,800

Continuation School Instructional Days

This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.

Grade Level	Instructional Days With At Least 180 Instructional Minutes
Grade Level	Offered	State Requirement
9	180 days	180 days
10	180 days	180 days
11	180 days	180 days
12	180 days	180 days

Minimum Days in School Year

The section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

On nine school days each year the students attend school for 270 minutes (from 9AM to 1:30PM). Teachers at Tobinworld II are required to attend an in-service from 2PM to 4:15PM during each minimum day of the school year.