Jump to a detailed profile or search site with Google Custom Search


Sonoma County Special Education School in Santa Rosa, CA
(KG-12 • Public • Special Education School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 3
Address
 5340 Skylane Blvd.
Santa Rosa, CA 95403
Telephone
(707) 524-2710
(make sure to verify first before calling)
Website
http://www.scoe.org
City-data.com school rating
3
Students
387
Classroom Teachers (FTE)
38.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
51
Reduced-price lunch
eligible students
3
School district
Sonoma County Office of Education
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Mark West Charter (2.1 miles):

81
San Miguel Elementary (2.1 miles):

68
Windsor High (2.3 miles):

64
Mark West Elementary (2.2 miles):

59
Windsor Creek Elementary (2.3 miles):

42
Sonoma County Alternative Education Programs (0.0 miles):

38
Windsor Middle (2.4 miles):

35
Sonoma County Court (0.0 miles):

26
Sonoma County Special Education School:

3
Sonoma County Special Education School rating compared to average state, county and city schools ratings:
California:

46
Sonoma County:

50
Santa Rosa:

44
Sonoma County Special Education:

3

Students & Teachers


Total enrollment:
Enrollment in 2016: 387
Enrollment in 2015: 457
Enrollment in 2014: 549
Enrollment in 2013: 515
Enrollment in 2012: 487
Enrollment in 2011: 478
Enrollment in 2010: 331
Enrollment in 2009: 335
Enrollment in 2008: 450
Enrollment in 2007: 478
Enrollment in 2006: 461
Enrollment in 2005: 502
Enrollment in 2004: 507
Enrollment in 2003: 560
Enrollment in 2002: 559
Enrollment in 2001: 583
Enrollment in 2000: 536
Enrollment in 1999: 469

Sonoma 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 students2718212114201619171714814161387
Female students745231476311454102
Male students2014161911191212111413710107285
American Indian/Alaska Native students - - 213 - - - - - - - - - 6
Asian students - 23 - - - 1 - 1 - - - 1210
Hispanic students1271197101139544368163
Black students - 311 - 11211111216
White students1264104931161193986183
Hawaiian Native/Pacific Islander students - - - - - - - 1 - - - - - - 1
Two or More Races students3 - - - - - - 2 - - - - - 38

Enrollment by grade:
Kindergarten enrollment: 27
1st grade enrollment: 18
2nd grade enrollment: 21
3rd grade enrollment: 21
4th grade enrollment: 14
5th grade enrollment: 20
6th grade enrollment: 16
7th grade enrollment: 19
8th grade enrollment: 17
9th grade enrollment: 17
10th grade enrollment: 14
11th grade enrollment: 8
12th grade enrollment: 14
Ungraded enrollment: 161

Sonoma County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 102 (26.4%)
Sonoma County Special Education School:

26.4%
California:

49.4%
Male enrollment: 285 (73.6%)
Sonoma County Special Education School:

73.6%
California:

49.6%

Sonoma County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 6 (1.6%)
Sonoma County Special Education School:

1.6%
California:

1.0%
Asian enrollment: 10 (2.6%)
School:

2.6%
California:

9.4%
Hispanic enrollment: 163 (42.1%)
Here:

42.1%
California:

46.0%
Black enrollment: 16 (4.1%)
Here:

4.1%
California:

6.1%
White enrollment: 183 (47.3%)
School:

47.3%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.3%)
School:

0.3%
State:

0.6%
Two or More Races enrollment: 8 (2.1%)
Here:

2.1%
California:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 54 (14.0%)
Here:

14.0%
California:

61.2%
Free lunch eligible students: 51 (13.2%)
Here:

13.2%
State:

52.8%
Reduced-price lunch eligible students: 3 (0.8%)
Here:

0.8%
California:

8.6%

Sonoma County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 38

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 44
Number of FTE nurses: 3.8
Number of FTE psychologists: 9.8

Student/Teacher Ratio
School:

10.2
State:

22.8

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


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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

  • Hispanic191
  • American Indian7
  • Asian7
  • Black17
  • White197
  • Multirace10
  • LEP62
Students with disabilities served under IDEA: 429 (male: 318, female: 111)
  • Hispanic: 191 (male: 136, female: 55)
  • American Indian / Alaska Native: 7 (all male)
  • Asian: 7 (all male)
  • Black: 17 (male: 13, female: 4)
  • White: 197 (male: 145, female: 52)
  • Two or More Races: 10 (all male)
  • Limited English Proficiency (LEP): 62 (male: 43, female: 19)

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
ELA students tested: 41
ELA students with scores: 41

Percentage Standard Met and Above:

15%
State:

49%

Standard Not Met: 73.2%
Standard Nearly Met: 12.2%
Standard Met: 12.2%
Standard Exceeded: 2.4%

6th Grade: (Mean Scale Score: 2389.9, Students tested: 14, Standard Not Met: 71.4%, Nearly Met: 7.1%, Met: 21.4%, Exceeded: 0.0%)
71.4%
7.1%
21.4%

Sonoma County Special Education School - ELA Area Achievement Levels (all grades)

Math students tested: 42
Math students with scores: 42

Percentage Standard Met and Above:

7%
State:

38%

Standard Not Met: 81.0%
Standard Nearly Met: 11.9%
Standard Met: 7.1%
Standard Exceeded: 0.0%

6th Grade: (Mean Scale Score: 2359.3, Students tested: 14, Standard Not Met: 71.4%, Nearly Met: 21.4%, Met: 7.1%, Exceeded: 0.0%)
71.4%
21.4%
7.1%

Sonoma County Special Education School - Math Area Achievement Levels (all grades)


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: 61
ELA students with scores: 61

Percentage Level 3:

2%
California:

15%

Level 1: 88.5% The student showed limited understanding of core concepts.
Level 2: 9.8% The student showed foundational understanding of core concepts.
Level 3: 1.6% The student showed understanding of core concepts.

5th Grade: (Mean Scale Score: 520.4, Students tested: 15, Level1: 93.3%, Level 2: 0.0%, Level 3: 6.7%)
93.3%
6.7%
Math students tested: 61
Math students with scores: 61

Percentage Level 3:

0%
State:

6%

Level 1: 93.4% The student showed limited understanding of core concepts.
Level 2: 6.6% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

5th Grade: (Mean Scale Score: 518.4, Students tested: 15, Level1: 86.7%, Level 2: 13.3%, Level 3: 0.0%)
86.7%
13.3%

Paper-based CAASPP:
Show data for

(State average from 9,702 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

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.

CST Science students tested: 11
CST Science students with scores: 10

Percentage At Or Above Proficient:

10%
State:

56%

Percentage Far Below Basic: 60.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 30.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 0.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 10.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 256.4, Students tested: 11, Far Below Basic: 60.0%, Below Basic: 30.0%, Basic: 0.0%, Proficient: 0.0%, Advanced: 10.0%)
60.0%
30.0%
10.0%

California High School Exit Exam:
Show data for

(State average from 2,246 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.

Sonoma County Special Education School - California High School Exit Exam results

Math Mean Scale Score:

335
California:

366
Math Percentage Passed:

17%
State:

60%
Math Number Tested: 35
Math Number Passed: 6

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

    49%
    California:

    65%
  • Number Sense:

    48%
    State:

    63%
  • Algebra & Functions:

    41%
    California:

    63%
  • Measurement & Geometry:

    41%
    California:

    58%
  • Algebra 1:

    34%
    California:

    51%
ELA Mean Scale Score:

324
State:

363
ELA Percentage Passed:

17%
State:

61%
ELA Number Tested: 24
ELA Number Passed: 4

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

    49%
    State:

    73%
  • Reading - Reading Comprehension:

    50%
    California:

    69%
  • Reading - Literary Responses and Analysis:

    52%
    California:

    71%
  • Writing - Writing Strategies:

    39%
    California:

    58%
  • Writing - Writing Conventions:

    38%
    State:

    69%

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:
5th grade: (Students tested: 24, Needs Improvement - High Risk: 20.8%, Needs Improvement: 79.2%, Healthy Fitness Zone: 0.0%)
20.8%
79.2%
Body Composition:
5th grade: (Students tested: 24, Needs Improvement - High Risk: 50.0%, Needs Improvement: 25.0%, Healthy Fitness Zone: 25.0%)
50.0%
25.0%
25.0%
Abdominal Strength:
5th grade: (Students tested: 24, Needs Improvement - High Risk: 41.7%, Needs Improvement: 58.3%, Healthy Fitness Zone: 0.0%)
41.7%
58.3%
Trunk Extension Strength:
5th grade: (Students tested: 24, Needs Improvement - High Risk: 50.0%, Needs Improvement: 50.0%, Healthy Fitness Zone: 0.0%)
50.0%
50.0%
Upper Body Strength:
5th grade: (Students tested: 24, Needs Improvement - High Risk: 8.3%, Needs Improvement: 91.7%, Healthy Fitness Zone: 0.0%)
8.3%
91.7%
Flexibility:
5th grade: (Students tested: 24, Needs Improvement - High Risk: 25.0%, Needs Improvement: 75.0%, Healthy Fitness Zone: 0.0%)
25.0%
75.0%

California English Language Development Test:
Show data for

(State average from 9,932 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).

Sonoma County Special Education School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 47
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

4.0%
State:

34.0%

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).

Sonoma County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Here:

80.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic84
  • American Indian50
  • Black100
  • White80
  • SED76
  • LEP73
  • With Disabilities80
  • Hispanic: 84% (tested 15 out of 18 enrolled)
  • American Indian / Alaska Native: 50% (tested 2 out of 4 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 80% (tested 23 out of 29 enrolled)
  • Socioeconomic Disadvantaged: 76% (tested 25 out of 33 enrolled)
  • English Learners: 73% (tested 8 out of 11 enrolled)
  • Students with Disabilities: 80% (tested 43 out of 54 enrolled)

Math Participation Rate
School:

75.0%
California:

96.1%

    Math Participation Rate

  • Hispanic78
  • American Indian25
  • Black100
  • White76
  • SED70
  • LEP64
  • With Disabilities75
  • Hispanic: 78% (tested 14 out of 18 enrolled)
  • American Indian / Alaska Native: 25% (tested 1 out of 4 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 76% (tested 22 out of 29 enrolled)
  • Socioeconomic Disadvantaged: 70% (tested 23 out of 33 enrolled)
  • English Learners: 64% (tested 7 out of 11 enrolled)
  • Students with Disabilities: 75% (tested 40 out of 54 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 1

Incidents of physical attack or fight without a weapon: 67


Total incidents per 1,000 students
Sonoma County Special Education School:

175.7
California:

60.8

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: 4 (all male)
  • Hispanic: 2
  • White: 2

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

10.3
State:

7.2

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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

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.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

7.8
California:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 5 (all male)
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 5

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:

2.6
California:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
Here:

2.6
California:

0.7


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

  • Hispanic85
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black7
  • White67
  • LEP25
  • IDEA163
Chronic Student Absenteeism: 165 (male: 122, female: 43)
  • Hispanic: 85 (male: 59, female: 26)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 67 (male: 56, female: 11)
  • Limited English Proficiency (LEP): 25 (male: 17, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 163 (male: 122, female: 41)
Chronic Student Absenteeism per 1,000 students
Sonoma County Special Education School:

426.4
California:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

    Total Number of students with disabilities (IDEA) subjected to physical restraint

  • Hispanic4
  • American Indian2
  • Black2
  • White4
  • LEP2
Total Number of students with disabilities (IDEA) subjected to physical restraint: 12 (male: 8, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Sonoma County Special Education School:

31.0
California:

11.7

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).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic129
  • American Indian28
  • Native Hawaiian19
  • Black59
  • White161
  • LEP21
  • IDEA396
School days missed due to out-of-school suspension: 396 (male: 384, female: 12)
  • Hispanic: 129 (male: 125, female: 4)
  • American Indian / Alaska Native: 28 (all male)
  • Native Hawaiian / Pacific Islander: 19 (all male)
  • Black: 59 (male: 54, female: 5)
  • White: 161 (male: 158, female: 3)
  • Limited English Proficiency (LEP): 21 (male: 20, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 396 (male: 384, female: 12)
Instances of out-of-school suspension (Students with disabilities): 236

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here:

609.8
California:

28.1

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic7
  • American Indian2
  • Native Hawaiian2
  • Black2
  • White4
  • LEP4
Students with disabilities receiving only one out-of-school suspension: 17 (male: 13, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic8
  • American Indian2
  • Native Hawaiian2
  • Black7
  • White20
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 39 (male: 37, female: 2)
  • Hispanic: 8 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 20 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Comments

Review, comment, or add new information about this topic:

Discuss Santa Rosa, California (CA) on our hugely popular California forum.

  1. All Cities
  2. California
  3. Santa Rosa main city page
  4. Schools in California
  5. Sonoma County Special Education School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents