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Marin County Special Education School in San Rafael, CA
(KG-12 • Public • Special Education School)

Address
 1111 Las Gallinas Ave.
San Rafael, CA 94913
Telephone
(415) 499-5891
(make sure to verify first before calling)
Website
http://www.marinschools.org
Students
152
Classroom Teachers (FTE)
20.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
31
Reduced-price lunch
eligible students
3
School district
Marin County Office of Education
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 152
Enrollment in 2015: 176
Enrollment in 2014: 178
Enrollment in 2013: 212
Enrollment in 2012: 208
Enrollment in 2011: 219
Enrollment in 2010: 230
Enrollment in 2009: 260
Enrollment in 2008: 317
Enrollment in 2007: 295
Enrollment in 2006: 270
Enrollment in 2005: 249
Enrollment in 2004: 282
Enrollment in 2003: 305
Enrollment in 2002: 365
Enrollment in 2001: 391
Enrollment in 2000: 414
Enrollment in 1999: 436

Marin County Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students3579106614116157845152
Female students - 3134143428241655
Male students326665211747542997
Asian students - - - 11 - - 5 - 11 - 1414
Hispanic students12524222612121244
Black students - - 1 - - - - - - - 1 - - 46
White students23165447549652384
Two or More Races students - - - - - - - - - - 2 - - 24

Enrollment by grade:
Kindergarten enrollment: 3
1st grade enrollment: 5
2nd grade enrollment: 7
3rd grade enrollment: 9
4th grade enrollment: 10
5th grade enrollment: 6
6th grade enrollment: 6
7th grade enrollment: 14
8th grade enrollment: 11
9th grade enrollment: 6
10th grade enrollment: 15
11th grade enrollment: 7
12th grade enrollment: 8
Ungraded enrollment: 45

Marin County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 55 (36.2%)
School:

36.2%
California:

49.4%
Male enrollment: 97 (63.8%)
Marin County Special Education School:

63.8%
State:

49.6%

Marin County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 14 (9.2%)
School:

9.2%
California:

9.4%
Hispanic enrollment: 44 (28.9%)
Marin County Special Education School:

28.9%
California:

46.0%
Black enrollment: 6 (3.9%)
School:

3.9%
California:

6.1%
White enrollment: 84 (55.3%)
School:

55.3%
State:

28.3%
Two or More Races enrollment: 4 (2.6%)
Marin County Special Education School:

2.6%
California:

4.5%

Marin County Special Education School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 34 (22.4%)
Marin County Special Education School:

22.4%
California:

61.2%
Free lunch eligible students: 31 (20.4%)
Marin County Special Education School:

20.4%
California:

52.8%
Reduced-price lunch eligible students: 3 (2.0%)
School:

2.0%
State:

8.6%

Marin County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 20

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1.4
Number of FTE psychologists: 4.2

Student/Teacher Ratio
Marin County Special Education School:

7.6
California:

22.8

Marin County Special Education School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,021,814
  • Full-time Equivalency Count of Teachers: 23 (Salary Expenditures: $3,057,497)
  • Full-time Equivalency Count of Instructional Aides: 45 (Salary Expenditures: $1,711,508)
  • Full-time Equivalency Count of Support Services Staff: 17.2 (Salary Expenditures: $2,319,716)
  • Full-time Equivalency Count of School Administration Staff: 6.5 (Salary Expenditures: $933,093)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $4,109,874
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,564,066
  • Salary Expenditures for Teachers: $3,190,088
  • Full-time Equivalency Count of Instructional Aides: 56 (Salary Expenditures: $2,092,943)
  • Full-time Equivalency Count of Support Services Staff: 6.3 (Salary Expenditures: $2,502,551)
  • Full-time Equivalency Count of School Administration Staff: 20 (Salary Expenditures: $968,571)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $5,056,503

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • White2
  • IDEA19
Students Enrolled in LEP Programs: 22 (male: 17, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

    Students with disabilities served under IDEA

  • Hispanic56
  • Asian17
  • Black14
  • White86
  • Multirace8
  • LEP10
Students with disabilities served under IDEA: 181 (male: 116, female: 65)
  • Hispanic: 56 (male: 40, female: 16)
  • Asian: 17 (male: 10, female: 7)
  • Black: 14 (male: 10, female: 4)
  • White: 86 (male: 52, female: 34)
  • Two or More Races: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 10 (all male)

Statewide Student Assessments


California Alternate Assessments:
Show data for

(State average from 1,579 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 45
ELA students with scores: 45

Percentage Level 3:

4%
California:

15%

Level 1: 71.1% The student showed limited understanding of core concepts.
Level 2: 24.4% The student showed foundational understanding of core concepts.
Level 3: 4.4% The student showed understanding of core concepts.

All Grades:
71.1%
24.4%
4.4%
Math students tested: 44
Math students with scores: 44

Percentage Level 3:

7%
State:

6%

Level 1: 81.8% The student showed limited understanding of core concepts.
Level 2: 11.4% The student showed foundational understanding of core concepts.
Level 3: 6.8% The student showed understanding of core concepts.

All Grades:
81.8%
11.4%
6.8%

Paper-based CAASPP:
Show data for

(State average from 1,311 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Alternate Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the Smarter Balanced Field Test even with designated supports and accommodations participated in the CAASPP system by taking the CAPA. The CAPA is an individually administered performance assessment with all tasks linked to the California ELA, mathematics, and science content standards.

CAPA Science students tested: 13
CAPA Science students with scores: 13

Percentage At Or Above Proficient:

77%
California:

67%

Percentage Far Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 15.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 69.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 34.0, Students tested: 13, Far Below Basic: 8.0%, Below Basic: 0.0%, Basic: 15.0%, Proficient: 69.0%, Advanced: 8.0%)
8.0%
15.0%
69.0%
8.0%

California High School Exit Exam:
Show data for

(State average from 2,229 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.
2006-07 results for this school are based on 2 separate tests and combined using weighted average.

Math Mean Scale Score:

334
California:

364
Math Percentage Passed:

23%
California:

58%
Math Number Tested: 35
Math Number Passed: 8

Math Percent Correct compared to California average:
  • Probability & Statistics:

    51%
    California:

    67%
  • Number Sense:

    47%
    California:

    62%
  • Algebra & Functions:

    46%
    State:

    62%
  • Measurement & Geometry:

    37%
    State:

    58%
  • Algebra 1:

    33%
    California:

    51%
ELA Mean Scale Score:

325
State:

361
ELA Percentage Passed:

18%
California:

59%
ELA Number Tested: 28
ELA Number Passed: 5

ELA Percent Correct compared to California average:
  • Reading - Word Analysis:

    55%
    State:

    70%
  • Reading - Reading Comprehension:

    49%
    California:

    67%
  • Reading - Literary Responses and Analysis:

    52%
    State:

    68%
  • Writing - Writing Strategies:

    42%
    State:

    60%
  • Writing - Writing Conventions:

    49%
    State:

    64%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 14.3%, Needs Improvement: 71.4%, Healthy Fitness Zone: 14.3%)
14.3%
71.4%
14.3%
Body Composition:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 42.9%, Needs Improvement: 50.0%, Healthy Fitness Zone: 7.1%)
42.9%
50.0%
7.1%
Abdominal Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 14.3%, Needs Improvement: 85.7%, Healthy Fitness Zone: 0.0%)
14.3%
85.7%
Trunk Extension Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 64.3%, Needs Improvement: 35.7%, Healthy Fitness Zone: 0.0%)
64.3%
35.7%
Upper Body Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 14.3%, Needs Improvement: 85.7%, Healthy Fitness Zone: 0.0%)
14.3%
85.7%
Flexibility:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 71.4%, Needs Improvement: 28.6%, Healthy Fitness Zone: 0.0%)
71.4%
28.6%

California English Language Development Test:
Show data for

(State average from 9,882 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).
All Grades:
Student Count: 7
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

14.0%
California:

34.0%
Kindergarten:
Student Count: 5
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

20.0%
State:

13.0%
Listening Mean Scale Score:

298.0
California:

365.6
Reading Mean Scale Score:

220.0
California:

279.1
Speaking Mean Scale Score:

262.2
California:

374.5
Writing Mean Scale Score:

222.0
California:

285.8

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Marin County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
School:

84.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic67
  • Black100
  • White100
  • SED100
  • With Disabilities91
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 91% (tested 10 out of 11 enrolled)

Math Participation Rate
Marin County Special Education School:

84.0%
California:

96.1%

    Math Participation Rate

  • Hispanic67
  • Black100
  • White100
  • SED100
  • With Disabilities91
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 91% (tested 10 out of 11 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

13.2
California:

7.2
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
Marin County Special Education School:

13.2
California:

1.0

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

6.6
California:

4.4
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • Asian: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all female)
  • White: 2


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic13
  • Asian7
  • Black4
  • White19
  • Multirace2
  • IDEA46
Chronic Student Absenteeism: 45 (male: 26, female: 19)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 29, female: 17)
Chronic Student Absenteeism per 1,000 students
School:

296.1
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).

    School days missed due to out-of-school suspension

  • Hispanic12
  • Black3
  • White20
  • LEP2
  • IDEA35
School days missed due to out-of-school suspension: 35 (male: 26, female: 9)
  • Hispanic: 12 (male: 10, female: 2)
  • Black: 3 (all male)
  • White: 20 (male: 13, female: 7)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 26, female: 9)
Instances of out-of-school suspension (Students with disabilities): 31

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Marin County Special Education School:

203.9
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Black2
  • White4
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 1
Number of Algebra I classes taught by certified teachers: 1

9-10th grade student enrollment in Algebra I: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 9-10th grade students who passed
Here:

0.0%
State:

72.5%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1


Student Enrollment in Algebra II: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 1


Student Enrollment in Geometry: 4 (all female)
  • Asian: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1
Number of Biology classes taught by certified teachers: 1

Student Enrollment in Biology: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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