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

Address
 6767 Green Valley Rd.
Placerville, CA 95667
Telephone
(530) 295-2275
(make sure to verify first before calling)
Website
http://www.edcoe.org
Students
174
Classroom Teachers (FTE)
17.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
33
Reduced-price lunch
eligible students
3
School district
El Dorado 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
Yes

Students & Teachers


Total enrollment:
Enrollment in 2016: 174
Enrollment in 2015: 159
Enrollment in 2014: 132
Enrollment in 2013: 115
Enrollment in 2012: 114
Enrollment in 2011: 121
Enrollment in 2010: 117
Enrollment in 2009: 125
Enrollment in 2008: 130
Enrollment in 2007: 134
Enrollment in 2006: 169
Enrollment in 2005: 162
Enrollment in 2004: 163
Enrollment in 2003: 163
Enrollment in 2002: 185
Enrollment in 2001: 149
Enrollment in 2000: 146
Enrollment in 1999: 141

Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students121018879915174811838174
Female students43811334536621665
Male students871076661112125622109
American Indian/Alaska Native students - - 1 - - - - 2 - 1 - - - - 4
Asian students - 12 - - - - - - - 1 - 127
Hispanic students - 132 - 21 - 1 - - 11315
Black students - - - 2 - 1 - - 1 - 11 - 17
White students1281247681315369632141

Enrollment by grade:
Kindergarten enrollment: 12
1st grade enrollment: 10
2nd grade enrollment: 18
3rd grade enrollment: 8
4th grade enrollment: 7
5th grade enrollment: 9
6th grade enrollment: 9
7th grade enrollment: 15
8th grade enrollment: 17
9th grade enrollment: 4
10th grade enrollment: 8
11th grade enrollment: 11
12th grade enrollment: 8
Ungraded enrollment: 38

Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 65 (37.4%)
Special Education School:

37.4%
California:

49.4%
Male enrollment: 109 (62.6%)
School:

62.6%
State:

49.6%

Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (2.3%)
School:

2.3%
California:

1.0%
Asian enrollment: 7 (4.0%)
School:

4.0%
State:

9.4%
Hispanic enrollment: 15 (8.6%)
Special Education School:

8.6%
California:

46.0%
Black enrollment: 7 (4.0%)
Here:

4.0%
State:

6.1%
White enrollment: 141 (81.0%)
School:

81.0%
State:

28.3%

Special Education School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 36 (20.7%)
Here:

20.7%
California:

61.2%
Free lunch eligible students: 33 (19.0%)
School:

19.0%
California:

52.8%
Reduced-price lunch eligible students: 3 (1.7%)
Here:

1.7%
State:

8.6%

Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 17

Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 0.9
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE nurses: 0.6
Number of FTE psychologists: 0.6

Student/Teacher Ratio
Special Education School:

10.2
California:

22.8

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


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • 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 served under IDEA

  • Hispanic23
  • American Indian4
  • Asian10
  • Black8
  • White191
Students with disabilities served under IDEA: 236 (male: 158, female: 78)
  • Hispanic: 23 (male: 16, female: 7)
  • American Indian / Alaska Native: 4 (all male)
  • Asian: 10 (all male)
  • Black: 8 (male: 4, female: 4)
  • White: 191 (male: 124, female: 67)

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

  • All8%
  • Males11%
  • White7%
ELA students tested: 26
ELA students with scores: 26

Percentage Standard Met and Above:

8%
State:

49%

Standard Not Met: 84.6%
Standard Nearly Met: 7.7%
Standard Met: 7.7%
Standard Exceeded: 0.0%

All Grades:
84.6%
7.7%
7.7%

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

Math students tested: 17
Math students with scores: 17

Percentage Standard Met and Above:

6%
California:

38%

Standard Not Met: 88.2%
Standard Nearly Met: 5.9%
Standard Met: 5.9%
Standard Exceeded: 0.0%

All Grades:
88.2%
5.9%
5.9%

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 students tested: 55
ELA students with scores: 55

Percentage Level 3:

0%
California:

15%

Level 1: 58.2% The student showed limited understanding of core concepts.
Level 2: 41.8% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

3rd Grade: (Mean Scale Score: 332.6, Students tested: 13, Level1: 76.9%, Level 2: 23.1%, Level 3: 0.0%)
76.9%
23.1%
Math students tested: 56
Math students with scores: 56

Percentage Level 3:

2%
California:

6%

Level 1: 83.9% The student showed limited understanding of core concepts.
Level 2: 14.3% The student showed foundational understanding of core concepts.
Level 3: 1.8% The student showed understanding of core concepts.

3rd Grade: (Mean Scale Score: 322.0, Students tested: 13, Level1: 92.3%, Level 2: 0.0%, Level 3: 7.7%)
92.3%
7.7%

Paper-based CAASPP:
Show data for

(State average from 1,311 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

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 English-Language Arts students tested: 30
CAPA English-Language Arts students with scores: 30

Percentage At Or Above Proficient:

70%
California:

82%
CAPA Mathematics students tested: 30
CAPA Mathematics students with scores: 30

Percentage At Or Above Proficient:

53%
California:

68%

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:
7th grade: (Students tested: 11, Needs Improvement - High Risk: 18.2%, Needs Improvement: 81.8%, Healthy Fitness Zone: 0.0%)
18.2%
81.8%
Body Composition:
7th grade: (Students tested: 11, Needs Improvement - High Risk: 72.7%, Needs Improvement: 18.2%, Healthy Fitness Zone: 9.1%)
72.7%
18.2%
9.1%
Abdominal Strength:
7th grade: (Students tested: 11, Needs Improvement - High Risk: 54.5%, Needs Improvement: 45.5%, Healthy Fitness Zone: 0.0%)
54.5%
45.5%
Trunk Extension Strength:
7th grade: (Students tested: 11, Needs Improvement - High Risk: 45.5%, Needs Improvement: 54.5%, Healthy Fitness Zone: 0.0%)
45.5%
54.5%
Upper Body Strength:
7th grade: (Students tested: 11, Needs Improvement - High Risk: 18.2%, Needs Improvement: 81.8%, Healthy Fitness Zone: 0.0%)
18.2%
81.8%
Flexibility:
7th grade: (Students tested: 11, Needs Improvement - High Risk: 45.5%, Needs Improvement: 54.5%, Healthy Fitness Zone: 0.0%)
45.5%
54.5%

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).

Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Here:

72.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic67
  • American Indian100
  • Black100
  • White69
  • SED74
  • With Disabilities72
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 69% (tested 15 out of 22 enrolled)
  • Socioeconomic Disadvantaged: 74% (tested 11 out of 15 enrolled)
  • Students with Disabilities: 72% (tested 20 out of 28 enrolled)

Math Participation Rate
Special Education School:

72.0%
State:

96.1%

    Math Participation Rate

  • Hispanic67
  • American Indian100
  • Black100
  • White69
  • SED74
  • With Disabilities72
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 69% (tested 15 out of 22 enrolled)
  • Socioeconomic Disadvantaged: 74% (tested 11 out of 15 enrolled)
  • Students with Disabilities: 72% (tested 20 out of 28 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: 5


Total incidents per 1,000 students
Here:

28.7
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 with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

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

11.5
California:

7.2

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

  • Hispanic7
  • American Indian2
  • Asian4
  • Black4
  • White25
  • IDEA37
Chronic Student Absenteeism: 42 (male: 29, female: 13)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 20, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 26, female: 11)
Chronic Student Absenteeism per 1,000 students
Here:

241.4
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).

    School days missed due to out-of-school suspension

  • American Indian3
  • Black1
  • White23
  • IDEA27
School days missed due to out-of-school suspension: 27 (male: 18, female: 9)
  • American Indian / Alaska Native: 3 (all female)
  • Black: 1 (all male)
  • White: 23 (male: 17, female: 6)
  • Individuals With Disabilities Education Act (IDEA): 27 (male: 18, female: 9)
Instances of out-of-school suspension (Students with disabilities): 15

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

86.2
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 11 (male: 7, female: 4)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)

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