Happy Valley Community Day School in Anderson, CA
(KG-08 • Public • Alternative School)
- Address
- 1967 W. Mill St
Anderson, CA 96007
- Telephone
- (530) 357-2111
(make sure to verify first before calling)
- Students
- 12
- Classroom Teachers (FTE)
- 1.0
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 7
- School district
- Happy Valley Union Elementary
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Students & Teachers
Total enrollment:
Enrollment in 2016: 12
Enrollment in 2015: 10
Enrollment in 2014: 12
Enrollment in 2013: 11
Enrollment in 2012: 10
Enrollment in 2011: 8
Enrollment in 2010: 5
Enrollment in 2009: 9
Enrollment in 2008: 7
Enrollment in 2007: 7
Enrollment in 2015: 10
Enrollment in 2014: 12
Enrollment in 2013: 11
Enrollment in 2012: 10
Enrollment in 2011: 8
Enrollment in 2010: 5
Enrollment in 2009: 9
Enrollment in 2008: 7
Enrollment in 2007: 7
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G05 | G06 | G07 | G08 | Total |
|---|---|---|---|---|---|
| All students | 1 | 2 | 2 | 7 | 12 |
| Female students | - | - | 1 | - | 1 |
| Male students | 1 | 2 | 1 | 7 | 11 |
| American Indian/Alaska Native students | - | - | - | 3 | 3 |
| Hispanic students | - | 1 | - | - | 1 |
| White students | 1 | 1 | 2 | 4 | 8 |
Enrollment by grade:
5th grade enrollment: 1
6th grade enrollment: 2
7th grade enrollment: 2
8th grade enrollment: 7
6th grade enrollment: 2
7th grade enrollment: 2
8th grade enrollment: 7
Happy Valley Community Day School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1 (8.3%)
| Happy Valley Community Day School: | 8.3% |
| California: | 49.4% |
Male enrollment: 11 (91.7%)
| Happy Valley Community Day School: | 91.7% |
| State: | 49.6% |
Happy Valley Community Day School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 3 (25.0%)
| School: | 25.0% |
| California: | 1.0% |
Hispanic enrollment: 1 (8.3%)
| Here: | 8.3% |
| California: | 46.0% |
White enrollment: 8 (66.7%)
| School: | 66.7% |
| State: | 28.3% |
Happy Valley Community Day School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 7 (58.3%)
| Here: | 58.3% |
| California: | 61.2% |
Free lunch eligible students: 7 (58.3%)
| Here: | 58.3% |
| California: | 52.8% |
Reduced-price lunch eligible students: 0 (0.0%)
| Here: | 0.0% |
| State: | 8.6% |
Happy Valley Community Day School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1
Student/Teacher Ratio
Student/Teacher Ratio
| School: | 12.0 |
| State: | 22.8 |
Happy Valley Community Day School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $119,142
- Full-time Equivalency Count of Teachers: 1 (Salary Expenditures: $99,667)
- Full-time Equivalency Count of Instructional Aides: 0.9 (Salary Expenditures: $18,369)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $18,369
- Salary Expenditures for Teachers: $99,667
- Full-time Equivalency Count of Instructional Aides: 0.9 (Salary Expenditures: $18,369)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
- Hispanic: 2
Statewide Student Assessments
Smarter Balanced Summative Assessments:
Show data for
(State average from 10,420 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.
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: 11
ELA students with scores: 11
Standard Not Met: 91.0%
Standard Nearly Met: 9.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Math students tested: 12
Math students with scores: 11
Standard Not Met: 91.0%
Standard Nearly Met: 9.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
ELA students with scores: 11
| Percentage Standard Met and Above: | 0% |
| California: | 44% |
Standard Not Met: 91.0%
Standard Nearly Met: 9.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Happy Valley Community Day School - ELA Area Achievement Levels (all grades)
Math students tested: 12
Math students with scores: 11
| Percentage Standard Met and Above: | 0% |
| State: | 34% |
Standard Not Met: 91.0%
Standard Nearly Met: 9.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Happy Valley Community Day School - Math Area Achievement Levels (all grades)
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).
Happy Valley Community Day School - Adequate Yearly Progress status
ELA Participation Rate
| Happy Valley Community Day School: | 47.0% |
| State: | 96.3% |
- White63
- Multirace100
- SED40
- With Disabilities67
ELA Participation Rate
- White: 63% (tested 5 out of 8 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 40% (tested 4 out of 10 enrolled)
- Students with Disabilities: 67% (tested 2 out of 3 enrolled)
Math Participation Rate
| School: | 50.0% |
| California: | 96.1% |
- American Indian34
- White58
- Multirace100
- SED45
- With Disabilities67
Math Participation Rate
- American Indian / Alaska Native: 34% (tested 1 out of 3 enrolled)
- White: 58% (tested 4 out of 7 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 45% (tested 4 out of 9 enrolled)
- Students with Disabilities: 67% (tested 2 out of 3 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.
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.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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.
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.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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 physical attack or fight without a weapon: 2
Incidents of threats of physical attack without a weapon: 1
Total incidents per 1,000 students
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of physical attack or fight without a weapon: 2
Incidents of threats of physical attack without a weapon: 1
Total incidents per 1,000 students
| Here: | 250.0 |
| 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.
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 without disabilities who were referred to a law enforcement agency or official: 2 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
| Here: | 166.7 |
| State: | 21.3 |
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.
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
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)| School: | 83.3 |
| State: | 4.4 |
- Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- 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: 6 (male: 4, female: 2)
- American Indian / Alaska Native: 2 (all male)
- White: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
| Happy Valley Community Day School: | 500.0 |
| 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: 10 (male: 8, female: 2)
Instances of out-of-school suspension (Students without disabilities): 4
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
- American Indian / Alaska Native: 4 (all male)
- White: 6 (male: 4, female: 2)
- Individuals With Disabilities Education Act (IDEA): 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 4
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| Here: | 333.3 |
| State: | 84.8 |
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
- American Indian / Alaska Native: 2 (all male)
- White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
| Happy Valley Community Day School: | 166.7 |
| California: | 28.1 |
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
- American Indian / Alaska Native: 2
- White: 2
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