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Riverside County Special Education School in Riverside, CA
(KG-12 • Public • Special Education School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 0
Address
 3939 13th St.
Riverside, CA 92502
Telephone
(951) 826-6476
(make sure to verify first before calling)
Website
http://www.rcoe.us
City-data.com school rating
0
Students
674
Classroom Teachers (FTE)
86.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
558
Reduced-price lunch
eligible students
3
School district
Riverside 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

Ratings

This school rating compared to other nearby schools ratings:
Riverside Virtual (0.1 miles):

58
Encore High School for the Arts - Riverside (0.7 miles):

53
Bryant Elementary (0.8 miles):

46
Central Middle (0.6 miles):

31
Come Back Kids (0.0 miles):

21
Gateway College and Career Academy (0.5 miles):

21
Riverside County Juvenile Court (0.0 miles):

11
Riverside County Community (0.0 miles):

7
Riverside County Special Education School:

0
Riverside County Special Education School rating compared to average state, county and city schools ratings:
California:

46
Riverside County:

40
Riverside:

38
This School:

0

Students & Teachers


Total enrollment:
Enrollment in 2016: 674
Enrollment in 2015: 646
Enrollment in 2014: 832
Enrollment in 2013: 940
Enrollment in 2012: 989
Enrollment in 2011: 1,039
Enrollment in 2010: 848
Enrollment in 2009: 1,054
Enrollment in 2008: 1,104
Enrollment in 2007: 1,131
Enrollment in 2006: 1,304
Enrollment in 2005: 1,737
Enrollment in 2004: 1,722
Enrollment in 2003: 1,680
Enrollment in 2002: 1,614
Enrollment in 2001: 1,500
Enrollment in 2000: 1,490
Enrollment in 1999: 1,458

Riverside County Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students713773707455402952454339406674
Female students1713261626912921131314163208
Male students542447544846282031323025243466
American Indian/Alaska Native students - - 2 - - 1 - - - - - - - - 3
Asian students61223 - 1121233 - 27
Hispanic students422653444339261835363026252445
Black students52341054343222150
White students17811171510871049892135
Hawaiian Native/Pacific Islander students - - 1 - - - 1 - - - - - - - 2
Two or More Races students1 - 133 - - - 11 - - 1112

Enrollment by grade:
Kindergarten enrollment: 71
1st grade enrollment: 37
2nd grade enrollment: 73
3rd grade enrollment: 70
4th grade enrollment: 74
5th grade enrollment: 55
6th grade enrollment: 40
7th grade enrollment: 29
8th grade enrollment: 52
9th grade enrollment: 45
10th grade enrollment: 43
11th grade enrollment: 39
12th grade enrollment: 40
Ungraded enrollment: 6

Riverside County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 208 (30.9%)
Here:

30.9%
California:

49.4%
Male enrollment: 466 (69.1%)
School:

69.1%
State:

49.6%

Riverside County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 3 (0.4%)
School:

0.4%
State:

1.0%
Asian enrollment: 27 (4.0%)
Riverside County Special Education School:

4.0%
California:

9.4%
Hispanic enrollment: 445 (66.0%)
Here:

66.0%
State:

46.0%
Black enrollment: 50 (7.4%)
Riverside County Special Education School:

7.4%
California:

6.1%
White enrollment: 135 (20.0%)
Here:

20.0%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.3%)
Here:

0.3%
State:

0.6%
Two or More Races enrollment: 12 (1.8%)
School:

1.8%
State:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 561 (83.2%)
School:

83.2%
State:

61.2%
Free lunch eligible students: 558 (82.8%)
School:

82.8%
State:

52.8%
Reduced-price lunch eligible students: 3 (0.4%)
School:

0.4%
State:

8.6%

Riverside County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 86

Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 6
Number of FTE psychologists: 2

Student/Teacher Ratio
School:

7.8
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $20,906,560
  • Full-time Equivalency Count of Teachers: 114.1 (Salary Expenditures: $8,350,923)
  • Full-time Equivalency Count of Instructional Aides: 230.6 (Salary Expenditures: $6,223,052)
  • Full-time Equivalency Count of Support Services Staff: 65.8 (Salary Expenditures: $3,241,596)
  • Full-time Equivalency Count of School Administration Staff: 14 (Salary Expenditures: $1,428,195)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $6,235,939
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,316,416,139
  • Salary Expenditures for Teachers: $21,515,085
  • Full-time Equivalency Count of Instructional Aides: 241.8 (Salary Expenditures: $7,722,729)
  • Full-time Equivalency Count of Support Services Staff: 77 (Salary Expenditures: $3,404,710)
  • Full-time Equivalency Count of School Administration Staff: 14 (Salary Expenditures: $1,428,198)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $6,297,416

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic214
  • Asian4
  • White7
  • IDEA223
Students Enrolled in LEP Programs: 225 (male: 153, female: 72)
  • Hispanic: 214 (male: 146, female: 68)
  • Asian: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 223 (male: 152, female: 71)

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

  • Hispanic443
  • Asian26
  • Black47
  • White134
  • Multirace11
  • LEP227
Students with disabilities served under IDEA: 661 (male: 455, female: 206)
  • Hispanic: 443 (male: 298, female: 145)
  • Asian: 26 (male: 16, female: 10)
  • Black: 47 (male: 34, female: 13)
  • White: 134 (male: 103, female: 31)
  • Two or More Races: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 227 (male: 154, female: 73)

Retention:
Show data for

(State average from 2,205 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

  • Hispanic7
  • Black4
  • White2
  • LEP2
  • IDEA13
Total number of students retained in Kindergarten: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

Percent of Kindergarten students retained
School:

18.3%
California:

5.3%
Total number of students retained in 1st grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Here:

5.4%
State:

4.8%
Total number of students retained in 9th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 9th grade students retained
School:

4.4%
State:

24.2%

    Total number of students retained in 12th grade

  • Hispanic7
  • Asian2
  • White4
  • LEP4
  • IDEA13
Total number of students retained in 12th grade: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Percent of 12th grade students retained
Here:

32.5%
State:

16.7%

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

  • All3%
  • Males3%
  • Females3%
  • White10%
ELA students tested: 127
ELA students with scores: 127

Percentage Standard Met and Above:

3%
California:

49%

Standard Not Met: 86.6%
Standard Nearly Met: 10.2%
Standard Met: 2.4%
Standard Exceeded: 0.8%

All Grades:
86.6%
10.2%
2.4%
0.8%
3rd Grade: (Mean Scale Score: 2293.2, Students tested: 28, Standard Not Met: 85.7%, Nearly Met: 3.6%, Met: 7.1%, Exceeded: 3.6%)
85.7%
3.6%
7.1%
3.6%
4th Grade: (Mean Scale Score: 2336.7, Students tested: 23, Standard Not Met: 91.3%, Nearly Met: 8.7%, Met: 0.0%, Exceeded: 0.0%)
91.3%
8.7%
5th Grade: (Mean Scale Score: 2347.8, Students tested: 27, Standard Not Met: 77.8%, Nearly Met: 18.5%, Met: 3.7%, Exceeded: 0.0%)
77.8%
18.5%
3.7%
6th Grade: (Mean Scale Score: 2361.4, Students tested: 19, Standard Not Met: 89.5%, Nearly Met: 10.5%, Met: 0.0%, Exceeded: 0.0%)
89.5%
10.5%
7th Grade: (Mean Scale Score: 2345.2, Students tested: 14, Standard Not Met: 92.9%, Nearly Met: 7.1%, Met: 0.0%, Exceeded: 0.0%)
92.9%
7.1%
8th Grade: (Mean Scale Score: 2401.6, Students tested: 11, Standard Not Met: 90.9%, Nearly Met: 9.1%, Met: 0.0%, Exceeded: 0.0%)
90.9%
9.1%

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

    Math Standard Met and Above

  • All3%
  • Males3%
  • Females3%
  • White5%
Math students tested: 128
Math students with scores: 128

Percentage Standard Met and Above:

3%
California:

38%

Standard Not Met: 92.2%
Standard Nearly Met: 4.7%
Standard Met: 3.1%
Standard Exceeded: 0.0%

All Grades:
92.2%
4.7%
3.1%
3rd Grade: (Mean Scale Score: 2300.2, Students tested: 29, Standard Not Met: 86.2%, Nearly Met: 3.5%, Met: 10.3%, Exceeded: 0.0%)
86.2%
3.5%
10.3%
4th Grade: (Mean Scale Score: 2340.2, Students tested: 24, Standard Not Met: 91.7%, Nearly Met: 4.2%, Met: 4.2%, Exceeded: 0.0%)
91.7%
4.2%
4.2%
5th Grade: (Mean Scale Score: 2348.8, Students tested: 26, Standard Not Met: 96.2%, Nearly Met: 3.9%, Met: 0.0%, Exceeded: 0.0%)
96.2%
3.9%
6th Grade: (Mean Scale Score: 2350.8, Students tested: 19, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%
7th Grade: (Mean Scale Score: 2353.3, Students tested: 14, Standard Not Met: 85.7%, Nearly Met: 14.3%, Met: 0.0%, Exceeded: 0.0%)
85.7%
14.3%
8th Grade: (Mean Scale Score: 2381.8, Students tested: 11, Standard Not Met: 90.9%, Nearly Met: 9.1%, Met: 0.0%, Exceeded: 0.0%)
90.9%
9.1%

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


California Alternate Assessments:
Show data for

(State average from 1,579 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.

    ELA Percentage Level 3

  • All6%
  • Males7%
  • Females4%
  • Hispanic5%
  • White14%
ELA students tested: 239
ELA students with scores: 239

Percentage Level 3:

6%
State:

15%

Level 1: 68.2% The student showed limited understanding of core concepts.
Level 2: 25.9% The student showed foundational understanding of core concepts.
Level 3: 5.9% The student showed understanding of core concepts.

All Grades:
68.2%
25.9%
5.9%
3rd Grade: (Mean Scale Score: 330.0, Students tested: 48, Level1: 64.6%, Level 2: 20.8%, Level 3: 14.6%)
64.6%
20.8%
14.6%
4th Grade: (Mean Scale Score: 430.1, Students tested: 31, Level1: 77.4%, Level 2: 19.4%, Level 3: 3.2%)
77.4%
19.4%
3.2%
5th Grade: (Mean Scale Score: 529.1, Students tested: 44, Level1: 75.0%, Level 2: 25.0%, Level 3: 0.0%)
75.0%
25.0%
6th Grade: (Mean Scale Score: 632.8, Students tested: 36, Level1: 72.2%, Level 2: 27.8%, Level 3: 0.0%)
72.2%
27.8%
7th Grade: (Mean Scale Score: 730.3, Students tested: 23, Level1: 69.6%, Level 2: 17.4%, Level 3: 13.0%)
69.6%
17.4%
13.0%
8th Grade: (Mean Scale Score: 833.5, Students tested: 26, Level1: 53.9%, Level 2: 38.5%, Level 3: 7.7%)
53.9%
38.5%
7.7%
11th Grade: (Mean Scale Score: 928.8, Students tested: 31, Level1: 61.3%, Level 2: 35.5%, Level 3: 3.2%)
61.3%
35.5%
3.2%

    Math Percentage Level 3

  • All0%
  • Males1%
  • Hispanic1%
Math students tested: 239
Math students with scores: 239

Percentage Level 3:

0%
California:

6%

Level 1: 77.0% The student showed limited understanding of core concepts.
Level 2: 22.6% The student showed foundational understanding of core concepts.
Level 3: 0.4% The student showed understanding of core concepts.

All Grades:
77.0%
22.6%
0.4%
3rd Grade: (Mean Scale Score: 323.8, Students tested: 48, Level1: 79.2%, Level 2: 20.8%, Level 3: 0.0%)
79.2%
20.8%
4th Grade: (Mean Scale Score: 429.7, Students tested: 31, Level1: 80.7%, Level 2: 19.4%, Level 3: 0.0%)
80.7%
19.4%
5th Grade: (Mean Scale Score: 522.5, Students tested: 44, Level1: 84.1%, Level 2: 15.9%, Level 3: 0.0%)
84.1%
15.9%
6th Grade: (Mean Scale Score: 634.2, Students tested: 36, Level1: 61.1%, Level 2: 36.1%, Level 3: 2.8%)
61.1%
36.1%
2.8%
7th Grade: (Mean Scale Score: 728.5, Students tested: 23, Level1: 73.9%, Level 2: 26.1%, Level 3: 0.0%)
73.9%
26.1%
8th Grade: (Mean Scale Score: 826.8, Students tested: 26, Level1: 73.1%, Level 2: 26.9%, Level 3: 0.0%)
73.1%
26.9%
11th Grade: (Mean Scale Score: 926.3, Students tested: 31, Level1: 83.9%, Level 2: 16.1%, Level 3: 0.0%)
83.9%
16.1%

Paper-based CAASPP:
Show data for

(State average from 2,345 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

California Alternate Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the Smarter Balanced Field Test even with designated supports and accommodations participated in the CAASPP system by taking the CAPA. The CAPA is an individually administered performance assessment with all tasks linked to the California ELA, mathematics, and science content standards.

CAPA Science students tested: 98
CAPA Science students with scores: 98

Percentage At Or Above Proficient:

70%
California:

67%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 17.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 21.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 49.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 39.8, Students tested: 98, Far Below Basic: 5.0%, Below Basic: 8.0%, Basic: 17.0%, Proficient: 21.0%, Advanced: 49.0%)
5.0%
8.0%
17.0%
21.0%
49.0%
CMA Science students tested: 17
CMA Science students with scores: 17

Percentage At Or Above Proficient:

41%
California:

38%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 24.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 35.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 29.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 12.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 341.4, Students tested: 17, Far Below Basic: 0.0%, Below Basic: 24.0%, Basic: 35.0%, Proficient: 29.0%, Advanced: 12.0%)
24.0%
35.0%
29.0%
12.0%
CMA Science students tested: 11
CMA Science students with scores: 11

Percentage At Or Above Proficient:

45%
State:

38%

Percentage Far Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 18.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 27.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 18.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 27.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 348.5, Students tested: 11, Far Below Basic: 10.0%, Below Basic: 18.0%, Basic: 27.0%, Proficient: 18.0%, Advanced: 27.0%)
10.0%
18.0%
27.0%
18.0%
27.0%

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.

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

2013-14 results for this school are based on 3 separate tests and combined using weighted average.

Math Mean Scale Score:

326
State:

375
Math Percentage Passed:

8%
California:

68%
Math Number Tested: 39
Math Number Passed: 3

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

    38%
    State:

    70%
  • Number Sense:

    43%
    California:

    68%
  • Algebra & Functions:

    37%
    State:

    67%
  • Measurement & Geometry:

    32%
    State:

    63%
  • Algebra 1:

    33%
    California:

    58%
ELA Mean Scale Score:

319
State:

368
ELA Percentage Passed:

17%
California:

66%
ELA Number Tested: 52
ELA Number Passed: 9

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

    47%
    State:

    72%
  • Reading - Reading Comprehension:

    45%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    44%
    California:

    73%
  • Writing - Writing Strategies:

    37%
    California:

    64%
  • Writing - Writing Conventions:

    51%
    California:

    70%

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: 63, Needs Improvement - High Risk: 11.1%, Needs Improvement: 47.6%, Healthy Fitness Zone: 41.3%)
11.1%
47.6%
41.3%
7th grade: (Students tested: 31, Needs Improvement - High Risk: 6.5%, Needs Improvement: 48.4%, Healthy Fitness Zone: 45.1%)
6.5%
48.4%
45.1%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 9.7%, Needs Improvement: 54.8%, Healthy Fitness Zone: 35.5%)
9.7%
54.8%
35.5%
Body Composition:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 47.6%, Needs Improvement: 22.2%, Healthy Fitness Zone: 30.2%)
47.6%
22.2%
30.2%
7th grade: (Students tested: 31, Needs Improvement - High Risk: 29.0%, Needs Improvement: 25.8%, Healthy Fitness Zone: 45.2%)
29.0%
25.8%
45.2%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 35.5%, Needs Improvement: 32.3%, Healthy Fitness Zone: 32.2%)
35.5%
32.3%
32.2%
Abdominal Strength:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 27.0%, Needs Improvement: 73.0%, Healthy Fitness Zone: 0.0%)
27.0%
73.0%
7th grade: (Students tested: 31, Needs Improvement - High Risk: 12.9%, Needs Improvement: 87.1%, Healthy Fitness Zone: 0.0%)
12.9%
87.1%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 9.7%, Needs Improvement: 90.3%, Healthy Fitness Zone: 0.0%)
9.7%
90.3%
Trunk Extension Strength:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 22.2%, Needs Improvement: 77.8%, Healthy Fitness Zone: 0.0%)
22.2%
77.8%
7th grade: (Students tested: 31, Needs Improvement - High Risk: 41.9%, Needs Improvement: 58.1%, Healthy Fitness Zone: 0.0%)
41.9%
58.1%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 9.7%, Needs Improvement: 90.3%, Healthy Fitness Zone: 0.0%)
9.7%
90.3%
Upper Body Strength:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 20.6%, Needs Improvement: 79.4%, Healthy Fitness Zone: 0.0%)
20.6%
79.4%
7th grade: (Students tested: 31, Needs Improvement - High Risk: 29.0%, Needs Improvement: 71.0%, Healthy Fitness Zone: 0.0%)
29.0%
71.0%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 12.9%, Needs Improvement: 87.1%, Healthy Fitness Zone: 0.0%)
12.9%
87.1%
Flexibility:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 28.6%, Needs Improvement: 71.4%, Healthy Fitness Zone: 0.0%)
28.6%
71.4%
7th grade: (Students tested: 31, Needs Improvement - High Risk: 32.3%, Needs Improvement: 67.7%, Healthy Fitness Zone: 0.0%)
32.3%
67.7%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 16.1%, Needs Improvement: 83.9%, Healthy Fitness Zone: 0.0%)
16.1%
83.9%

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).

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

Grade 1:
Student Count: 20
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

5.0%
California:

44.0%
Listening Mean Scale Score:

274.9
State:

439.9
Reading Mean Scale Score:

268.8
State:

383.8
Speaking Mean Scale Score:

212.5
California:

446.4
Writing Mean Scale Score:

266.3
California:

386.5

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).

Riverside County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Here:

93.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic97
  • American Indian100
  • Asian100
  • Black95
  • White89
  • Multirace75
  • SED95
  • LEP97
  • With Disabilities93
  • Hispanic: 97% (tested 59 out of 61 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 95% (tested 19 out of 20 enrolled)
  • White: 89% (tested 31 out of 35 enrolled)
  • Two or More Races: 75% (tested 3 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 98 out of 103 enrolled)
  • English Learners: 97% (tested 28 out of 29 enrolled)
  • Students with Disabilities: 93% (tested 110 out of 118 enrolled)

Math Participation Rate
School:

94.0%
State:

96.1%

    Math Participation Rate

  • Hispanic97
  • American Indian100
  • Asian100
  • Black95
  • White92
  • Multirace75
  • SED96
  • LEP97
  • With Disabilities94
  • Hispanic: 97% (tested 60 out of 62 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 95% (tested 19 out of 20 enrolled)
  • White: 92% (tested 32 out of 35 enrolled)
  • Two or More Races: 75% (tested 3 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 99 out of 103 enrolled)
  • English Learners: 97% (tested 28 out of 29 enrolled)
  • Students with Disabilities: 94% (tested 112 out of 119 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.
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: 6


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

8.9
State:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2

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

3.0
California:

7.9

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

  • Hispanic283
  • American Indian4
  • Asian16
  • Native Hawaiian2
  • Black13
  • White76
  • Multirace2
  • LEP145
  • IDEA391
Chronic Student Absenteeism: 396 (male: 254, female: 142)
  • Hispanic: 283 (male: 182, female: 101)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 16 (male: 11, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 76 (male: 47, female: 29)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 145 (male: 92, female: 53)
  • Individuals With Disabilities Education Act (IDEA): 391 (male: 251, female: 140)
Chronic Student Absenteeism per 1,000 students
Riverside County Special Education School:

587.5
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).
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

  • Hispanic19
  • Black13
  • White24
  • Multirace3
  • LEP2
  • IDEA59
School days missed due to out-of-school suspension: 59 (male: 42, female: 17)
  • Hispanic: 19 (male: 14, female: 5)
  • Black: 13 (male: 4, female: 9)
  • White: 24 (all male)
  • Two or More Races: 3 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 59 (male: 42, female: 17)
Instances of out-of-school suspension (Students with disabilities): 35

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Riverside County Special Education School:

51.9
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

  • Hispanic2
  • Black4
  • White5
  • Multirace2
Students with disabilities receiving more than one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all female)

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