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Glen Paul School in Eureka, CA
(KG-12 • Public • Special Education School)

Address
 2501 Cypress Ave.
Eureka, CA 95503
Telephone
(707) 445-7068
(make sure to verify first before calling)
Website
http://www.humboldt.k12.ca.us
Students
95
Classroom Teachers (FTE)
15.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
35
Reduced-price lunch
eligible students
5
School district
Humboldt 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: 95
Enrollment in 2015: 95
Enrollment in 2014: 99
Enrollment in 2013: 105
Enrollment in 2012: 112
Enrollment in 2011: 126
Enrollment in 2010: 125
Enrollment in 2009: 117
Enrollment in 2008: 98
Enrollment in 2007: 98
Enrollment in 2006: 105
Enrollment in 2005: 105
Enrollment in 2004: 114
Enrollment in 2003: 117
Enrollment in 2002: 139
Enrollment in 2001: 150
Enrollment in 2000: 147
Enrollment in 1999: 155

Glen Paul School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students10585795574372095
Female students2132121231 - 3425
Male students8453674343341670
American Indian/Alaska Native students - 1 - - - 1 - 1 - - - - - 3
Asian students1 - - - 1 - 1 - - - - - - 3
Hispanic students231 - 2 - 1 - 1 - - 1213
White students4 - 63273444351863
Hawaiian Native/Pacific Islander students - - - 1 - - - - - - - - - 1
Two or More Races students311121 - - 2 - - 1 - 12

Enrollment by grade:
Kindergarten enrollment: 10
1st grade enrollment: 5
2nd grade enrollment: 8
3rd grade enrollment: 5
4th grade enrollment: 7
5th grade enrollment: 9
6th grade enrollment: 5
7th grade enrollment: 5
8th grade enrollment: 7
9th grade enrollment: 4
10th grade enrollment: 3
11th grade enrollment: 7
12th grade enrollment: 20

Glen Paul School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 25 (26.3%)
School:

26.3%
State:

49.4%
Male enrollment: 70 (73.7%)
School:

73.7%
California:

49.6%

Glen Paul School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 3 (3.2%)
Here:

3.2%
California:

1.0%
Asian enrollment: 3 (3.2%)
School:

3.2%
State:

9.4%
Hispanic enrollment: 13 (13.7%)
School:

13.7%
State:

46.0%
White enrollment: 63 (66.3%)
Glen Paul School:

66.3%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (1.1%)
Here:

1.1%
State:

0.6%
Two or More Races enrollment: 12 (12.6%)
Here:

12.6%
State:

4.5%

Glen Paul School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 40 (42.1%)
School:

42.1%
California:

61.2%
Free lunch eligible students: 35 (36.8%)
Glen Paul School:

36.8%
State:

52.8%
Reduced-price lunch eligible students: 5 (5.3%)
School:

5.3%
California:

8.6%

Glen Paul School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 15

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 1.2
Number of FTE psychologists: 1.2

Student/Teacher Ratio
Here:

6.3
California:

22.8

Glen Paul School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • 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

  • Hispanic13
  • American Indian4
  • Asian4
  • White62
  • Multirace11
  • LEP4
Students with disabilities served under IDEA: 94 (male: 71, female: 23)
  • Hispanic: 13 (all male)
  • American Indian / Alaska Native: 4 (all male)
  • Asian: 4 (all male)
  • White: 62 (male: 43, female: 19)
  • Two or More Races: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

Statewide Student Assessments


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

  • All7%
  • Males6%
  • Females8%
ELA students tested: 43
ELA students with scores: 43

Percentage Level 3:

7%
State:

15%

Level 1: 72.1% The student showed limited understanding of core concepts.
Level 2: 20.9% The student showed foundational understanding of core concepts.
Level 3: 7.0% The student showed understanding of core concepts.

All Grades:
72.1%
20.9%
7.0%
Math students tested: 43
Math students with scores: 43

Percentage Level 3:

0%
State:

6%

Level 1: 74.4% The student showed limited understanding of core concepts.
Level 2: 25.6% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
74.4%
25.6%

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 Science students tested: 18
CAPA Science students with scores: 18

Percentage At Or Above Proficient:

72%
State:

67%

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: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 22.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 11.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 61.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 41.1, Students tested: 18, Far Below Basic: 0.0%, Below Basic: 6.0%, Basic: 22.0%, Proficient: 11.0%, Advanced: 61.0%)
6.0%
22.0%
11.0%
61.0%

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).

Glen Paul School - Adequate Yearly Progress status

Met all AYP Criteria: Yes
Number of AYP criteria met: 3
Number of AYP criteria possible: 3
(Note: The criteria includes only the participation rate and additional indicators.)

Attendance rate (calculated by using average daily attendance data) : 96
Met Attendance rate Target: Yes

Met ELA Participation Rate: Yes

ELA Participation Rate
Glen Paul School:

87.0%
California:

95.2%

    ELA Participation Rate

  • Hispanic86
  • American Indian100
  • Asian100
  • White83
  • Multirace100
  • SED87
  • LEP100
  • With Disabilities87
  • Hispanic: 86% (tested 6 out of 7 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • White: 83% (tested 24 out of 29 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 87% (tested 19 out of 22 enrolled)
  • English Learners: 100% (tested 2 out of 2 enrolled)
  • Students with Disabilities: 87% (tested 37 out of 43 enrolled)
Met Math Participation Rate: Yes

Math Participation Rate
Here:

80.0%
State:

94.9%

    Math Participation Rate

  • Hispanic86
  • Asian100
  • White76
  • Multirace100
  • SED69
  • LEP100
  • With Disabilities80
  • Hispanic: 86% (tested 6 out of 7 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • White: 76% (tested 22 out of 29 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 69% (tested 15 out of 22 enrolled)
  • English Learners: 100% (tested 2 out of 2 enrolled)
  • Students with Disabilities: 80% (tested 34 out of 43 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: 3


Total incidents per 1,000 students
Glen Paul School:

31.6
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

  • Hispanic7
  • American Indian2
  • Asian2
  • White13
  • Multirace7
  • LEP2
  • IDEA31
Chronic Student Absenteeism: 31 (male: 22, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)
Chronic Student Absenteeism per 1,000 students
Glen Paul School:

326.3
State:

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: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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

42.1
California:

8.5

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: 3 (all female)
  • White: 3
Instances of out-of-school suspension (Students with disabilities): 3

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

31.6
State:

28.1
Students with disabilities receiving more than one out-of-school suspension: 2 (all female)
  • White: 2

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