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Palmiter Special Education School in Sacramento, CA
(07-12 • Public • Special Education School)

Address
 2040 Ethan Way
Sacramento, CA 95825
Telephone
(916) 228-2020
(make sure to verify first before calling)
Website
http://www.scoe.net
Students
81
Classroom Teachers (FTE)
11.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
49
Reduced-price lunch
eligible students
6
School district
Sacramento 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: 81
Enrollment in 2015: 79
Enrollment in 2014: 85
Enrollment in 2013: 89
Enrollment in 2012: 92
Enrollment in 2011: 86
Enrollment in 2010: 96
Enrollment in 2009: 91
Enrollment in 2008: 76
Enrollment in 2007: 87
Enrollment in 2006: 79
Enrollment in 2005: 86

Palmiter Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students5101018132581
Female students - - 542718
Male students510514111863
American Indian/Alaska Native students - - - - 1 - 1
Asian students - 1 - - - 34
Hispanic students - - 124815
Black students32462421
White students16473728
Two or More Races students11133312

Enrollment by grade:
7th grade enrollment: 5
8th grade enrollment: 10
9th grade enrollment: 10
10th grade enrollment: 18
11th grade enrollment: 13
12th grade enrollment: 25

Palmiter Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 18 (22.2%)
Here:

22.2%
State:

49.4%
Male enrollment: 63 (77.8%)
Here:

77.8%
State:

49.6%

Palmiter Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (1.2%)
School:

1.2%
State:

1.0%
Asian enrollment: 4 (4.9%)
Here:

4.9%
State:

9.4%
Hispanic enrollment: 15 (18.5%)
Palmiter Special Education School:

18.5%
State:

46.0%
Black enrollment: 21 (25.9%)
School:

25.9%
California:

6.1%
White enrollment: 28 (34.6%)
School:

34.6%
State:

28.3%
Two or More Races enrollment: 12 (14.8%)
School:

14.8%
State:

4.5%

Palmiter Special Education School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 55 (67.9%)
Here:

67.9%
State:

61.2%
Free lunch eligible students: 49 (60.5%)
Here:

60.5%
State:

52.8%
Reduced-price lunch eligible students: 6 (7.4%)
Palmiter Special Education School:

7.4%
State:

8.6%

Palmiter Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 11

Number of FTE teachers who were absent more than 10 school days during the school years: 5
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 0.5
Number of FTE psychologists: 1

Student/Teacher Ratio
Palmiter Special Education School:

7.4
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9
    Salary Expenditures for Non-Personnel Funded with State and Local Funds: $0
    Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,945,081
    • Salary Expenditures for Teachers: $777,445
    • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $382,972)
    • Full-time Equivalency Count of Support Services Staff: 6.5 (Salary Expenditures: $514,811)
    • Full-time Equivalency Count of School Administration Staff: 3.3 (Salary Expenditures: $269,853)
    Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $209,828

    Limited English Proficiency:
    Show data for

      Students Enrolled in LEP Programs

    • Hispanic4
    • Asian2
    • Multirace2
    • IDEA7
    Students Enrolled in LEP Programs: 8 (male: 6, female: 2)
    • Hispanic: 4 (male: 2, female: 2)
    • Asian: 2 (all male)
    • Two or More Races: 2 (all male)
    • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 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

    • Hispanic17
    • Asian4
    • Black16
    • White26
    • Multirace17
    • LEP4
    Students with disabilities served under IDEA: 80 (male: 62, female: 18)
    • Hispanic: 17 (male: 13, female: 4)
    • Asian: 4 (all male)
    • Black: 16 (all male)
    • White: 26 (male: 19, female: 7)
    • Two or More Races: 17 (male: 10, female: 7)
    • Limited English Proficiency (LEP): 4 (all male)

    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: 19
    ELA students with scores: 19

    Percentage Standard Met and Above:

    0%
    State:

    49%

    Standard Not Met: 100.0%
    Standard Nearly Met: 0.0%
    Standard Met: 0.0%
    Standard Exceeded: 0.0%

    All Grades:
    100.0%

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

    Math students tested: 20
    Math students with scores: 19

    Percentage Standard Met and Above:

    0%
    California:

    38%

    Standard Not Met: 100.0%
    Standard Nearly Met: 0.0%
    Standard Met: 0.0%
    Standard Exceeded: 0.0%

    All Grades:
    100.0%

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


    Paper-based CAASPP:
    Show data for

    (State average from 9,784 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.

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

    Percentage At Or Above Proficient:

    0%
    California:

    54%

    Percentage Far Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
    Percentage Below Basic: 45.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
    Percentage Basic: 36.0% 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: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

    10th Grade: (Mean Scale Score: 284.0, Students tested: 11, Far Below Basic: 19.0%, Below Basic: 45.0%, Basic: 36.0%, Proficient: 0.0%, Advanced: 0.0%)
    19.0%
    45.0%
    36.0%

    California High School Exit Exam:
    Show data for

    (State average from 2,357 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.

    Palmiter Special Education School - California High School Exit Exam results

    Math Mean Scale Score:

    326
    California:

    374
    Math Percentage Passed:

    23%
    State:

    68%
    Math Number Tested: 13
    Math Number Passed: 3

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

      45%
      California:

      69%
    • Number Sense:

      42%
      California:

      65%
    • Algebra & Functions:

      38%
      California:

      68%
    • Measurement & Geometry:

      38%
      State:

      64%
    • Algebra 1:

      24%
      State:

      58%
    ELA Mean Scale Score:

    316
    California:

    370
    ELA Percentage Passed:

    19%
    State:

    68%
    ELA Number Tested: 16
    ELA Number Passed: 3

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

      53%
      State:

      76%
    • Reading - Reading Comprehension:

      45%
      State:

      71%
    • Reading - Literary Responses and Analysis:

      47%
      State:

      75%
    • Writing - Writing Strategies:

      36%
      California:

      64%
    • 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:
    9th grade: (Students tested: 12, Needs Improvement - High Risk: 25.0%, Needs Improvement: 33.3%, Healthy Fitness Zone: 41.7%)
    25.0%
    33.3%
    41.7%
    Body Composition:
    9th grade: (Students tested: 12, Needs Improvement - High Risk: 33.3%, Needs Improvement: 25.0%, Healthy Fitness Zone: 41.7%)
    33.3%
    25.0%
    41.7%
    Abdominal Strength:
    9th grade: (Students tested: 12, Needs Improvement - High Risk: 25.0%, Needs Improvement: 75.0%, Healthy Fitness Zone: 0.0%)
    25.0%
    75.0%
    Trunk Extension 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%
    Upper Body Strength:
    9th grade: (Students tested: 12, Needs Improvement - High Risk: 16.7%, Needs Improvement: 83.3%, Healthy Fitness Zone: 0.0%)
    16.7%
    83.3%
    Flexibility:
    9th grade: (Students tested: 12, Needs Improvement - High Risk: 58.3%, Needs Improvement: 41.7%, Healthy Fitness Zone: 0.0%)
    58.3%
    41.7%

    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: 5
    Number of students who met CELDT criterion: 1

    Students who met CELDT criterion:

    20.0%
    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).

    Palmiter Special Education School - Adequate Yearly Progress status


    ELA Participation Rate
    Here:

    24.0%
    California:

    96.3%

      ELA Participation Rate

    • Hispanic75
    • Black24
    • White9
    • Multirace50
    • SED32
    • LEP50
    • With Disabilities24
    • Hispanic: 75% (tested 3 out of 4 enrolled)
    • Black: 24% (tested 3 out of 13 enrolled)
    • White: 9% (tested 1 out of 12 enrolled)
    • Two or More Races: 50% (tested 1 out of 2 enrolled)
    • Socioeconomic Disadvantaged: 32% (tested 7 out of 22 enrolled)
    • English Learners: 50% (tested 1 out of 2 enrolled)
    • Students with Disabilities: 24% (tested 8 out of 34 enrolled)

    Math Participation Rate
    Here:

    23.0%
    California:

    96.1%

      Math Participation Rate

    • Hispanic60
    • Black24
    • White9
    • Multirace50
    • SED31
    • LEP34
    • With Disabilities23
    • Hispanic: 60% (tested 3 out of 5 enrolled)
    • Black: 24% (tested 3 out of 13 enrolled)
    • White: 9% (tested 1 out of 12 enrolled)
    • Two or More Races: 50% (tested 1 out of 2 enrolled)
    • Socioeconomic Disadvantaged: 31% (tested 7 out of 23 enrolled)
    • English Learners: 34% (tested 1 out of 3 enrolled)
    • Students with Disabilities: 23% (tested 8 out of 35 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

    Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage
    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 possession of a firearm or explosive device: 1


    Total incidents per 1,000 students
    Palmiter Special Education School:

    12.3
    State:

    60.8

    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

    • Hispanic10
    • Asian5
    • Black19
    • White25
    • Multirace10
    • LEP7
    • IDEA70
    Chronic Student Absenteeism: 69 (male: 52, female: 17)
    • Hispanic: 10 (male: 8, female: 2)
    • Asian: 5 (all male)
    • Black: 19 (male: 17, female: 2)
    • White: 25 (male: 17, female: 8)
    • Two or More Races: 10 (male: 5, female: 5)
    • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
    • Individuals With Disabilities Education Act (IDEA): 70 (male: 53, female: 17)
    Chronic Student Absenteeism per 1,000 students
    Here:

    851.9
    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: 6 (all male)
    • Black: 2
    • White: 2
    • Two or More Races: 2

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

    74.1
    State:

    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

    • Hispanic18
    • Asian19
    • Black131
    • White25
    • Multirace18
    • LEP16
    • IDEA184
    School days missed due to out-of-school suspension: 211 (male: 172, female: 39)
    • Hispanic: 18 (male: 10, female: 8)
    • Asian: 19 (all male)
    • Black: 131 (male: 120, female: 11)
    • White: 25 (male: 16, female: 9)
    • Two or More Races: 18 (male: 7, female: 11)
    • Limited English Proficiency (LEP): 16 (male: 15, female: 1)
    • Individuals With Disabilities Education Act (IDEA): 184 (male: 154, female: 30)
    Instances of out-of-school suspension (Students with disabilities): 139

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

    1,716.0
    California:

    28.1

      Students with disabilities receiving one or more in-school suspension

    • Hispanic2
    • Black13
    • White4
    • Multirace2
    Students with disabilities receiving one or more in-school suspension: 21 (male: 15, female: 6)
    • Hispanic: 2 (all female)
    • Black: 13 (male: 11, female: 2)
    • White: 4 (male: 2, female: 2)
    • Two or More Races: 2 (all male)

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

    • Hispanic7
    • Asian2
    • Black7
    • White7
    • Multirace2
    • LEP4
    Students with disabilities receiving only one out-of-school suspension: 25 (male: 19, female: 6)
    • Hispanic: 7 (male: 5, female: 2)
    • Asian: 2 (all male)
    • Black: 7 (male: 5, female: 2)
    • White: 7 (male: 5, female: 2)
    • Two or More Races: 2 (all male)
    • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

    • Hispanic4
    • Asian2
    • Black13
    • White4
    • Multirace4
    • LEP2
    Students with disabilities receiving more than one out-of-school suspension: 27 (male: 19, female: 8)
    • Hispanic: 4 (male: 2, female: 2)
    • Asian: 2 (all male)
    • Black: 13 (male: 11, female: 2)
    • White: 4 (male: 2, female: 2)
    • Two or More Races: 4 (male: 2, female: 2)
    • Limited English Proficiency (LEP): 2 (all male)

    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: 6
    9-10th grade student enrollment in Algebra I: 2 (all male)
    • Black: 2
    • Individuals With Disabilities Education Act (IDEA): 2
    Percent of 9-10th grade students who passed
    School:

    0.0%
    California:

    72.5%

      11-12th grade student enrollment in Algebra I

    • Hispanic5
    • American Indian2
    • Asian2
    • Black2
    • White2
    • Multirace2
    • LEP2
    • IDEA11
    11-12th grade student enrollment in Algebra I: 15 (all male)
    • Hispanic: 5
    • American Indian / Alaska Native: 2
    • Asian: 2
    • Black: 2
    • White: 2
    • Two or More Races: 2
    • Limited English Proficiency (LEP): 2
    • Individuals With Disabilities Education Act (IDEA): 11
    Percent of 11-12th grade students who passed
    Here:

    0.0%
    California:

    62.0%

    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: 2 (all female)
    • 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: 5
    Number of Biology classes taught by certified teachers: 5

      Student Enrollment in Biology

    • Hispanic2
    • Asian2
    • Black5
    • White4
    • Multirace4
    • LEP2
    • IDEA13
    Student Enrollment in Biology: 17 (male: 13, female: 4)
    • Hispanic: 2 (all male)
    • Asian: 2 (all male)
    • Black: 5 (all male)
    • White: 4 (male: 2, female: 2)
    • Two or More Races: 4 (male: 2, female: 2)
    • Limited English Proficiency (LEP): 2 (all male)
    • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

    Physics:
    Show data for
    Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
    Number of Physics classes: 6


      Student Enrollment in Physics

    • American Indian2
    • Black4
    • White4
    • Multirace2
    • IDEA10
    Student Enrollment in Physics: 12 (male: 6, female: 6)
    • American Indian / Alaska Native: 2 (all male)
    • Black: 4 (male: 2, female: 2)
    • White: 4 (male: 2, female: 2)
    • Two or More Races: 2 (all female)
    • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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