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Pomo School in Clearlake, CA
(KG-07 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 6
Address
 3350 Acacia St.
Clearlake, CA 95422
Telephone
(707) 994-6744
(make sure to verify first before calling)
Website
http://www.konoctiusd.org/
City-data.com school rating
6
Students
670
Classroom Teachers (FTE)
23.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
556
Reduced-price lunch
eligible students
35
School district
Konocti Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Cobb Mountain Elementary (10.4 miles):

87
Lower Lake High (4.4 miles):

35
Konocti Education Center (3.1 miles):

25
Riviera Elementary (3.7 miles):

25
Lower Lake Elementary (4.3 miles):

17
Carle (William C.) High (Continuation) (4.4 miles):

17
Burns Valley (0.8 miles):

16
East Lake (4.1 miles):

9
Pomo School:

6
Pomo School rating compared to average state, county and city schools ratings:
California:

46
Lake County:

33
Clearlake:

16
Pomo School:

6

Students & Teachers


Total enrollment:
Enrollment in 2016: 670
Enrollment in 2015: 736
Enrollment in 2014: 686
Enrollment in 2013: 654
Enrollment in 2012: 661
Enrollment in 2011: 620
Enrollment in 2010: 640
Enrollment in 2009: 477
Enrollment in 2008: 435
Enrollment in 2007: 537
Enrollment in 2006: 605
Enrollment in 2005: 593
Enrollment in 2004: 630
Enrollment in 2003: 525
Enrollment in 2002: 547
Enrollment in 2001: 545
Enrollment in 2000: 528
Enrollment in 1999: 569

Pomo School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07Total
All students10686959191785667670
Female students4942524234332532309
Male students5744434957453135361
American Indian/Alaska Native students5352242225
Asian students - 1 - - 1 - - - 2
Hispanic students4838474147322425302
Black students711443 - 222
White students3639353831342432269
Two or More Races students10476656650

Enrollment by grade:
Kindergarten enrollment: 106
1st grade enrollment: 86
2nd grade enrollment: 95
3rd grade enrollment: 91
4th grade enrollment: 91
5th grade enrollment: 78
6th grade enrollment: 56
7th grade enrollment: 67

Pomo School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 309 (46.1%)
Here:

46.1%
State:

49.4%
Male enrollment: 361 (53.9%)
Pomo School:

53.9%
California:

49.6%

Pomo School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 25 (3.7%)
Pomo School:

3.7%
State:

1.0%
Asian enrollment: 2 (0.3%)
Pomo School:

0.3%
California:

9.4%
Hispanic enrollment: 302 (45.1%)
School:

45.1%
California:

46.0%
Black enrollment: 22 (3.3%)
School:

3.3%
California:

6.1%
White enrollment: 269 (40.1%)
Pomo School:

40.1%
California:

28.3%
Two or More Races enrollment: 50 (7.5%)
Here:

7.5%
State:

4.5%

Pomo School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 591 (88.2%)
Pomo School:

88.2%
California:

61.2%
Free lunch eligible students: 556 (83.0%)
Pomo School:

83.0%
State:

52.8%
Reduced-price lunch eligible students: 35 (5.2%)
Here:

5.2%
California:

8.6%

Pomo School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 23

Number of FTE teachers in their first year of teaching: 10
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE nurses: 0.5
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Pomo School:

29.1
State:

22.8

Pomo School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,001,309
  • Full-time Equivalency Count of Teachers: 27 (Salary Expenditures: $1,482,306)
  • Full-time Equivalency Count of Instructional Aides: 5.4 (Salary Expenditures: $104,590)
  • Full-time Equivalency Count of Support Services Staff: 2.8 (Salary Expenditures: $109,052)
  • Full-time Equivalency Count of School Administration Staff: 1.8 (Salary Expenditures: $162,109)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $150,008
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,169,587
  • Salary Expenditures for Teachers: $1,533,921
  • Full-time Equivalency Count of Instructional Aides: 11.2 (Salary Expenditures: $265,754)
  • Full-time Equivalency Count of Support Services Staff: 4.3 (Salary Expenditures: $188,806)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $181,106)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $172,268

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic160
  • American Indian2
  • Asian2
  • IDEA13
Students Enrolled in LEP Programs: 164 (male: 88, female: 76)
  • Hispanic: 160 (male: 86, female: 74)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, 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 (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 IDEA

  • Hispanic26
  • American Indian4
  • Black4
  • White38
  • LEP13
Students with disabilities served under IDEA: 72 (male: 58, female: 14)
  • Hispanic: 26 (male: 22, female: 4)
  • American Indian / Alaska Native: 4 (all male)
  • Black: 4 (all male)
  • White: 38 (male: 28, female: 10)
  • Limited English Proficiency (LEP): 13 (all male)

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in Kindergarten

  • Hispanic2
  • White2
  • LEP2
  • IDEA2
Total number of students retained in Kindergarten: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of Kindergarten students retained
Pomo School:

3.8%
California:

5.3%
Total number of students retained in 1st grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Pomo School:

2.3%
California:

4.8%

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 Standard Met and Above

  • All12%
  • Males10%
  • Females15%
  • Hispanic13%
  • White9%
  • Multirace16%
ELA students tested: 352
ELA students with scores: 352

Percentage Standard Met and Above:

12%
State:

49%

Standard Not Met: 68.8%
Standard Nearly Met: 19.0%
Standard Met: 11.1%
Standard Exceeded: 1.1%

All Grades:
68.8%
19.0%
11.1%
1.1%
3rd Grade: (Mean Scale Score: 2345.2, Students tested: 88, Standard Not Met: 64.8%, Nearly Met: 22.7%, Met: 11.4%, Exceeded: 1.1%)
64.8%
22.7%
11.4%
1.1%
4th Grade: (Mean Scale Score: 2358.1, Students tested: 74, Standard Not Met: 79.7%, Nearly Met: 10.8%, Met: 6.8%, Exceeded: 2.7%)
79.7%
10.8%
6.8%
2.7%
5th Grade: (Mean Scale Score: 2375.9, Students tested: 77, Standard Not Met: 74.0%, Nearly Met: 13.0%, Met: 11.7%, Exceeded: 1.3%)
74.0%
13.0%
11.7%
1.3%
6th Grade: (Mean Scale Score: 2449.6, Students tested: 64, Standard Not Met: 57.8%, Nearly Met: 23.4%, Met: 18.8%, Exceeded: 0.0%)
57.8%
23.4%
18.8%
7th Grade: (Mean Scale Score: 2450.3, Students tested: 49, Standard Not Met: 65.3%, Nearly Met: 28.6%, Met: 6.1%, Exceeded: 0.0%)
65.3%
28.6%
6.1%

Pomo School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All5%
  • Males6%
  • Females4%
  • Hispanic5%
  • White5%
  • Multirace8%
Math students tested: 353
Math students with scores: 353

Percentage Standard Met and Above:

5%
California:

38%

Standard Not Met: 73.1%
Standard Nearly Met: 21.5%
Standard Met: 4.8%
Standard Exceeded: 0.6%

All Grades:
73.1%
21.5%
4.8%
0.6%
3rd Grade: (Mean Scale Score: 2352.7, Students tested: 89, Standard Not Met: 66.3%, Nearly Met: 24.7%, Met: 7.9%, Exceeded: 1.1%)
66.3%
24.7%
7.9%
1.1%
4th Grade: (Mean Scale Score: 2370.2, Students tested: 74, Standard Not Met: 70.3%, Nearly Met: 25.7%, Met: 4.0%, Exceeded: 0.0%)
70.3%
25.7%
4.0%
5th Grade: (Mean Scale Score: 2389.3, Students tested: 77, Standard Not Met: 81.8%, Nearly Met: 15.6%, Met: 1.3%, Exceeded: 1.3%)
81.8%
15.6%
1.3%
1.3%
6th Grade: (Mean Scale Score: 2416.1, Students tested: 64, Standard Not Met: 73.4%, Nearly Met: 18.8%, Met: 7.8%, Exceeded: 0.0%)
73.4%
18.8%
7.8%
7th Grade: (Mean Scale Score: 2423.8, Students tested: 49, Standard Not Met: 75.5%, Nearly Met: 22.4%, Met: 2.0%, Exceeded: 0.0%)
75.5%
22.4%
2.0%

Pomo 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: 71
CST Science students with scores: 70

Percentage At Or Above Proficient:

34%
California:

54%

Percentage Far Below Basic: 21.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 16.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 29.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 30.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 4.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 320.0, Students tested: 71, Far Below Basic: 21.0%, Below Basic: 16.0%, Basic: 29.0%, Proficient: 30.0%, Advanced: 4.0%)
21.0%
16.0%
29.0%
30.0%
4.0%

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: 77, Needs Improvement - High Risk: 53.2%, Needs Improvement: 29.9%, Healthy Fitness Zone: 16.9%)
53.2%
29.9%
16.9%
7th grade: (Students tested: 46, Needs Improvement - High Risk: 32.6%, Needs Improvement: 23.9%, Healthy Fitness Zone: 43.5%)
32.6%
23.9%
43.5%
Body Composition:
5th grade: (Students tested: 77, Needs Improvement - High Risk: 37.7%, Needs Improvement: 26.0%, Healthy Fitness Zone: 36.3%)
37.7%
26.0%
36.3%
7th grade: (Students tested: 46, Needs Improvement - High Risk: 41.3%, Needs Improvement: 26.1%, Healthy Fitness Zone: 32.6%)
41.3%
26.1%
32.6%
Abdominal Strength:
5th grade: (Students tested: 77, Needs Improvement - High Risk: 64.9%, Needs Improvement: 35.1%, Healthy Fitness Zone: 0.0%)
64.9%
35.1%
7th grade: (Students tested: 46, Needs Improvement - High Risk: 76.1%, Needs Improvement: 23.9%, Healthy Fitness Zone: 0.0%)
76.1%
23.9%
Trunk Extension Strength:
5th grade: (Students tested: 77, Needs Improvement - High Risk: 72.7%, Needs Improvement: 27.3%, Healthy Fitness Zone: 0.0%)
72.7%
27.3%
7th grade: (Students tested: 46, Needs Improvement - High Risk: 73.9%, Needs Improvement: 26.1%, Healthy Fitness Zone: 0.0%)
73.9%
26.1%
Upper Body Strength:
5th grade: (Students tested: 77, Needs Improvement - High Risk: 20.8%, Needs Improvement: 79.2%, Healthy Fitness Zone: 0.0%)
20.8%
79.2%
7th grade: (Students tested: 46, Needs Improvement - High Risk: 19.6%, Needs Improvement: 80.4%, Healthy Fitness Zone: 0.0%)
19.6%
80.4%
Flexibility:
5th grade: (Students tested: 77, Needs Improvement - High Risk: 37.7%, Needs Improvement: 62.3%, Healthy Fitness Zone: 0.0%)
37.7%
62.3%
7th grade: (Students tested: 46, Needs Improvement - High Risk: 52.2%, Needs Improvement: 47.8%, Healthy Fitness Zone: 0.0%)
52.2%
47.8%

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).

Pomo School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 213
Number of students who met CELDT criterion: 54

Students who met CELDT criterion:

25.0%
State:

34.0%
Kindergarten:
Student Count: 38
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

3.0%
California:

13.0%
Listening Mean Scale Score:

297.9
State:

364.6
Reading Mean Scale Score:

232.5
California:

276.6
Speaking Mean Scale Score:

287.7
California:

375.9
Writing Mean Scale Score:

246.6
State:

286.0
Grade 1:
Student Count: 31
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

29.0%
State:

44.0%
Listening Mean Scale Score:

394.8
State:

439.9
Reading Mean Scale Score:

298.0
State:

383.8
Speaking Mean Scale Score:

374.6
State:

446.4
Writing Mean Scale Score:

333.2
California:

386.5
Grade 2:
Student Count: 28
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

21.0%
California:

27.0%
Listening Mean Scale Score:

481.6
California:

477.2
Reading Mean Scale Score:

412.1
California:

440.5
Speaking Mean Scale Score:

465.7
State:

483.0
Writing Mean Scale Score:

408.6
California:

456.4
Grade 3:
Student Count: 32
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

19.0%
State:

26.0%
Listening Mean Scale Score:

467.8
State:

475.9
Reading Mean Scale Score:

432.4
California:

459.6
Speaking Mean Scale Score:

467.9
State:

491.7
Writing Mean Scale Score:

449.6
State:

478.6
Grade 4:
Student Count: 23
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

30.0%
California:

37.0%
Listening Mean Scale Score:

510.0
State:

509.2
Reading Mean Scale Score:

464.6
State:

490.7
Speaking Mean Scale Score:

532.7
State:

515.2
Writing Mean Scale Score:

485.0
California:

502.2
Grade 5:
Student Count: 31
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

32.0%
California:

48.0%
Listening Mean Scale Score:

516.4
California:

533.7
Reading Mean Scale Score:

485.5
California:

514.0
Speaking Mean Scale Score:

511.4
State:

530.0
Writing Mean Scale Score:

475.6
California:

519.1
Grade 6:
Student Count: 14
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

50.0%
California:

39.0%
Listening Mean Scale Score:

473.1
California:

532.4
Reading Mean Scale Score:

494.4
California:

518.5
Speaking Mean Scale Score:

470.1
California:

518.5
Writing Mean Scale Score:

474.9
State:

522.0
Grade 7:
Student Count: 16
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

50.0%
State:

48.0%
Listening Mean Scale Score:

513.4
State:

547.6
Reading Mean Scale Score:

521.0
California:

534.4
Speaking Mean Scale Score:

511.2
California:

529.9
Writing Mean Scale Score:

508.4
State:

530.2

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).

Pomo School - Adequate Yearly Progress status


ELA Participation Rate
Pomo School:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Black100
  • White98
  • Multirace100
  • SED98
  • LEP98
  • With Disabilities96
  • Hispanic: 98% (tested 173 out of 177 enrolled)
  • American Indian / Alaska Native: 100% (tested 10 out of 10 enrolled)
  • Black: 100% (tested 14 out of 14 enrolled)
  • White: 98% (tested 142 out of 145 enrolled)
  • Two or More Races: 100% (tested 22 out of 22 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 317 out of 324 enrolled)
  • English Learners: 98% (tested 102 out of 104 enrolled)
  • Students with Disabilities: 96% (tested 46 out of 48 enrolled)

Math Participation Rate
Pomo School:

96.0%
State:

96.1%

    Math Participation Rate

  • Hispanic93
  • American Indian100
  • Black100
  • White98
  • Multirace100
  • SED95
  • LEP89
  • With Disabilities94
  • Hispanic: 93% (tested 173 out of 186 enrolled)
  • American Indian / Alaska Native: 100% (tested 10 out of 10 enrolled)
  • Black: 100% (tested 14 out of 14 enrolled)
  • White: 98% (tested 142 out of 145 enrolled)
  • Two or More Races: 100% (tested 22 out of 22 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 318 out of 334 enrolled)
  • English Learners: 89% (tested 102 out of 114 enrolled)
  • Students with Disabilities: 94% (tested 45 out of 48 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.
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: 10

Incidents of threats of physical attack without a weapon: 116


Total incidents per 1,000 students
School:

188.1
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 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
School:

3.0
State:

27.2

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

  • Hispanic109
  • American Indian13
  • Black7
  • White103
  • Multirace22
  • LEP52
  • IDEA55
Chronic Student Absenteeism: 254 (male: 148, female: 106)
  • Hispanic: 109 (male: 59, female: 50)
  • American Indian / Alaska Native: 13 (male: 8, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 103 (male: 65, female: 38)
  • Two or More Races: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 52 (male: 26, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 44, female: 11)
Chronic Student Absenteeism per 1,000 students
School:

379.1
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

  • Hispanic88
  • American Indian5
  • Black4
  • White152
  • Multirace21
  • LEP10
  • IDEA22
School days missed due to out-of-school suspension: 270 (male: 223, female: 47)
  • Hispanic: 88 (male: 66, female: 22)
  • American Indian / Alaska Native: 5 (all male)
  • Black: 4 (male: 1, female: 3)
  • White: 152 (male: 135, female: 17)
  • Two or More Races: 21 (male: 16, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 20, female: 2)
Instances of out-of-school suspension (Students without disabilities): 61

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

91.0
California:

84.8
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • White: 2
  • Two or More Races: 2

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic4
  • Black2
  • White10
  • Multirace4
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 20 (male: 12, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic19
  • American Indian2
  • White19
  • Multirace7
  • LEP7
Students without disabilities receiving more than one out-of-school suspension: 47 (male: 35, female: 12)
  • Hispanic: 19 (male: 14, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 21

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

31.3
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • White: 4 (male: 2, female: 2)

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

  • Hispanic5
  • Black4
  • White11
  • Multirace2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 22 (male: 20, female: 2)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 11 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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 with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Pomo School:

3.0
California:

4.5

Transfers:
(State average from 692 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Black: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Here:

3.0
State:

1.6

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