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Live Oak Alternative School in Live Oak, CA
(KG-12 • Public • Alternative School)

Address
 2207 Pennington Rd.
Live Oak, CA 95953
Telephone
(530) 695-5430
(make sure to verify first before calling)
Students
24
Classroom Teachers (FTE)
1.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
16
Reduced-price lunch
eligible students
3
School district
Live Oak Unified
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: 24
Enrollment in 2015: 30
Enrollment in 2014: 20
Enrollment in 2013: 16
Enrollment in 2012: 19
Enrollment in 2011: 30
Enrollment in 2010: 28
Enrollment in 2009: 21
Enrollment in 2008: 25
Enrollment in 2007: 21
Enrollment in 2006: 14
Enrollment in 2005: 24
Enrollment in 2004: 31
Enrollment in 2003: 37
Enrollment in 2002: 51
Enrollment in 2001: 33
Enrollment in 2000: 27
Enrollment in 1999: 37

Live Oak Alternative School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG04G06G07G08G09G10G11G12Total
All students1111364724
Female students - 11 - 12139
Male students1 - - 1243415
Hispanic students - 1 - 1253416
White students1 - 1 - 11138

Enrollment by grade:
4th grade enrollment: 1
6th grade enrollment: 1
7th grade enrollment: 1
8th grade enrollment: 1
9th grade enrollment: 3
10th grade enrollment: 6
11th grade enrollment: 4
12th grade enrollment: 7

Live Oak Alternative School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 9 (37.5%)
School:

37.5%
California:

49.4%
Male enrollment: 15 (62.5%)
Here:

62.5%
State:

49.6%

Live Oak Alternative School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 16 (66.7%)
Here:

66.7%
California:

46.0%
White enrollment: 8 (33.3%)
School:

33.3%
State:

28.3%

Live Oak Alternative School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 19 (79.2%)
Here:

79.2%
California:

61.2%
Free lunch eligible students: 16 (66.7%)
Live Oak Alternative School:

66.7%
State:

52.8%
Reduced-price lunch eligible students: 3 (12.5%)
School:

12.5%
State:

8.6%

Live Oak Alternative School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1.6

Number of FTE school counselors: 0.1
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.1

Student/Teacher Ratio
Live Oak Alternative School:

15.0
State:

22.8

Live Oak Alternative School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $221,625
  • Full-time Equivalency Count of Teachers: 1.9 (Salary Expenditures: $182,712)
  • Full-time Equivalency Count of Support Services Staff: 0.6 (Salary Expenditures: $33,891)
  • Full-time Equivalency Count of School Administration Staff: 0.1 (Salary Expenditures: $5,022)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $10,615

Students with disabilities:
Show data for
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under Section 504: 4 (all male)
  • Hispanic: 2
  • White: 2

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: 18
ELA students with scores: 18

Percentage Standard Met and Above:

0%
California:

49%

Standard Not Met: 61.1%
Standard Nearly Met: 38.9%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
61.1%
38.9%

Live Oak Alternative School - ELA Area Achievement Levels (all grades)

Math students tested: 18
Math students with scores: 18

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 88.9%
Standard Nearly Met: 11.1%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
88.9%
11.1%

Live Oak Alternative School - Math Area Achievement Levels (all grades)


California High School Exit Exam:
Show data for

(State average from 2,305 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.
Math Mean Scale Score:

350
California:

374
Math Percentage Passed:

45%
State:

68%
Math Number Tested: 11
Math Number Passed: 5

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

    54%
    State:

    69%
  • Number Sense:

    59%
    State:

    65%
  • Algebra & Functions:

    60%
    California:

    68%
  • Measurement & Geometry:

    45%
    California:

    64%
  • Algebra 1:

    40%
    State:

    58%

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: 12, Needs Improvement - High Risk: 8.3%, Needs Improvement: 83.3%, Healthy Fitness Zone: 8.4%)
8.3%
83.3%
8.4%
Body Composition:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 50.0%, Needs Improvement: 16.7%, Healthy Fitness Zone: 33.3%)
50.0%
16.7%
33.3%
Abdominal Strength:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
Trunk Extension Strength:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 41.7%, Needs Improvement: 58.3%, Healthy Fitness Zone: 0.0%)
41.7%
58.3%
Flexibility:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%

California English Language Development Test:
Show data for

(State average from 9,625 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: 6
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

33.0%
California:

31.0%
Grade 11:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
State:

40.0%
Listening Mean Scale Score:

596.5
State:

575.1
Reading Mean Scale Score:

596.5
State:

579.2
Speaking Mean Scale Score:

619.0
State:

570.4
Writing Mean Scale Score:

583.3
State:

557.7

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).

Live Oak Alternative School - Adequate Yearly Progress status


ELA Participation Rate
School:

93.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic88
  • White100
  • SED90
  • LEP100
  • With Disabilities75
  • Hispanic: 88% (tested 7 out of 8 enrolled)
  • White: 100% (tested 5 out of 5 enrolled)
  • Socioeconomic Disadvantaged: 90% (tested 9 out of 10 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 75% (tested 3 out of 4 enrolled)

Math Participation Rate
Live Oak Alternative School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • White: 100% (tested 5 out of 5 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 9 out of 9 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 100% (tested 3 out of 3 enrolled)

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 without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Live Oak Alternative School:

83.3
State:

27.2

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

41.7
California:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2

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
Here:

41.7
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

166.7
California:

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).
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: 5 (male: 2, female: 3)
  • Hispanic: 5 (male: 2, female: 3)
Instances of out-of-school suspension (Students without disabilities): 4

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here:

166.7
State:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all female)
  • Hispanic: 2
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

83.3
State:

11.3

Classes & Courses


Algebra I:
Show data for

(State average from 1,182 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

11-12th grade student enrollment in Algebra I: 2 (all female)
  • Hispanic: 2
Percent of 11-12th grade students who passed
Live Oak Alternative School:

0.0%
California:

62.0%

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)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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