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Rio Verde Academy School in West Covina, 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 1
Address
 2226 E. Rio Verde Dr.
West Covina, CA 91791
Telephone
(626) 332-0289
(make sure to verify first before calling)
Website
http://www.wcusd.org
City-data.com school rating
1
Students
79
Classroom Teachers (FTE)
12.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
54
Reduced-price lunch
eligible students
7
School district
West Covina Unified
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Mesa Elementary (0.9 miles):

78
West Covina High (1.0 miles):

58
South Hills High (0.9 miles):

57
Vine Elementary (0.7 miles):

56
Workman Avenue Elementary (0.8 miles):

56
Hollencrest Middle (0.9 miles):

56
Covina High (1.0 miles):

48
Traweek Middle (0.9 miles):

46
Rio Verde Academy School:

1
Rio Verde Academy School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
West Covina:

51
Rio Verde Academy School:

1

Students & Teachers


Total enrollment:
Enrollment in 2016: 79
Enrollment in 2015: 95

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG03G04G05G06G07G08G09G10G11G12Total
All students246410655201779
Female students1 - - 11 - 116213
Male students14639644141566
Asian students - - 1 - - - - - - - 1
Hispanic students21437443161357
Black students - 1 - - 11 - 22 - 7
White students - 211211 - 2414

Enrollment by grade:
3rd grade enrollment: 2
4th grade enrollment: 4
5th grade enrollment: 6
6th grade enrollment: 4
7th grade enrollment: 10
8th grade enrollment: 6
9th grade enrollment: 5
10th grade enrollment: 5
11th grade enrollment: 20
12th grade enrollment: 17

Rio Verde Academy School - Enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 13 (16.5%)
School:

16.5%
California:

49.4%
Male enrollment: 66 (83.5%)
Here:

83.5%
California:

49.6%

Rio Verde Academy School - Enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 1 (1.3%)
Rio Verde Academy School:

1.3%
California:

9.4%
Hispanic enrollment: 57 (72.2%)
Rio Verde Academy School:

72.2%
California:

46.0%
Black enrollment: 7 (8.9%)
Here:

8.9%
California:

6.1%
White enrollment: 14 (17.7%)
School:

17.7%
California:

28.3%

Rio Verde Academy School - Enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 61 (77.2%)
School:

77.2%
California:

61.2%
Free lunch eligible students: 54 (68.4%)
School:

68.4%
California:

52.8%
Reduced-price lunch eligible students: 7 (8.9%)
Rio Verde Academy School:

8.9%
California:

8.6%

Rio Verde Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 12.6

Number of FTE teachers in their second year of teaching: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE nurses: 1
Number of FTE psychologists: 3
Number of FTE social workers: 1

Student/Teacher Ratio
Rio Verde Academy School:

6.3
California:

22.8

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1
    Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1
    Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,550,034
    • Salary Expenditures for Teachers: $350,250
    • Full-time Equivalency Count of Instructional Aides: 15 (Salary Expenditures: $451,511)
    • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $420,142)
    • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $328,131)
    Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $47,514

    Limited English Proficiency:
    Show data for
    Students Enrolled in LEP Programs: 10 (male: 8, female: 2)
    • Hispanic: 10 (male: 8, female: 2)
    • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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

    • Hispanic56
    • Black4
    • White17
    • LEP10
    Students with disabilities served under IDEA: 77 (male: 66, female: 11)
    • Hispanic: 56 (male: 49, female: 7)
    • Black: 4 (all male)
    • White: 17 (male: 13, female: 4)
    • Limited English Proficiency (LEP): 10 (all male)

    Statewide Student Assessments


    Smarter Balanced Summative Assessments:
    Show data for

    (State average from 10,463 schools)
    Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

    The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

    The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

      ELA Standard Met and Above

    • All8%
    • Males11%
    • Hispanic5%
    ELA students tested: 37
    ELA students with scores: 37

    Percentage Standard Met and Above:

    8%
    California:

    49%

    Standard Not Met: 78.4%
    Standard Nearly Met: 13.5%
    Standard Met: 8.1%
    Standard Exceeded: 0.0%

    8th Grade: (Mean Scale Score: 2496.1, Students tested: 12, Standard Not Met: 50.0%, Nearly Met: 25.0%, Met: 25.0%, Exceeded: 0.0%)
    50.0%
    25.0%
    25.0%

    Rio Verde Academy School - ELA Area Achievement Levels (all grades)

      Math Standard Met and Above

    • All3%
    • Males4%
    • Hispanic5%
    Math students tested: 37
    Math students with scores: 37

    Percentage Standard Met and Above:

    3%
    California:

    38%

    Standard Not Met: 83.8%
    Standard Nearly Met: 13.5%
    Standard Met: 2.7%
    Standard Exceeded: 0.0%

    8th Grade: (Mean Scale Score: 2419.8, Students tested: 12, Standard Not Met: 75.0%, Nearly Met: 25.0%, Met: 0.0%, Exceeded: 0.0%)
    75.0%
    25.0%

    Rio Verde Academy School - Math Area Achievement Levels (all grades)


    California High School Exit Exam:
    Show data for

    (State average from 2,305 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.
    2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score:

    329
    California:

    374
    Math Percentage Passed:

    17%
    State:

    68%
    Math Number Tested: 69
    Math Number Passed: 12

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

      47%
      State:

      69%
    • Number Sense:

      45%
      California:

      65%
    • Algebra & Functions:

      40%
      State:

      68%
    • Measurement & Geometry:

      35%
      State:

      64%
    • Algebra 1:

      29%
      California:

      58%
    ELA Mean Scale Score:

    278
    State:

    370
    ELA Percentage Passed:

    25%
    California:

    68%
    ELA Number Tested: 65
    ELA Number Passed: 16

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

      49%
      State:

      76%
    • Reading - Reading Comprehension:

      40%
      State:

      71%
    • Reading - Literary Responses and Analysis:

      48%
      State:

      75%
    • Writing - Writing Strategies:

      35%
      State:

      64%
    • Writing - Writing Conventions:

      40%
      California:

      69%

    California English Language Development Test:
    Show data for

    (State average from 9,882 schools)
    Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).
    All Grades:
    Student Count: 11
    Number of students who met CELDT criterion: 5

    Students who met CELDT criterion:

    45.0%
    California:

    34.0%

    Accountability


    Adequate Yearly Progress:
    Show data for

    (State average from 9,846 schools)
    Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

    ELA Participation Rate
    Rio Verde Academy School:

    97.0%
    California:

    96.3%

      ELA Participation Rate

    • Hispanic98
    • Asian100
    • Black100
    • White94
    • SED100
    • LEP100
    • With Disabilities97
    • Hispanic: 98% (tested 35 out of 36 enrolled)
    • Asian: 100% (tested 1 out of 1 enrolled)
    • Black: 100% (tested 4 out of 4 enrolled)
    • White: 94% (tested 14 out of 15 enrolled)
    • Socioeconomic Disadvantaged: 100% (tested 44 out of 44 enrolled)
    • English Learners: 100% (tested 10 out of 10 enrolled)
    • Students with Disabilities: 97% (tested 54 out of 56 enrolled)

    Math Participation Rate
    Here:

    97.0%
    California:

    96.1%

      Math Participation Rate

    • Hispanic98
    • Asian100
    • Black100
    • White94
    • SED100
    • LEP100
    • With Disabilities97
    • Hispanic: 98% (tested 35 out of 36 enrolled)
    • Asian: 100% (tested 1 out of 1 enrolled)
    • Black: 100% (tested 4 out of 4 enrolled)
    • White: 94% (tested 14 out of 15 enrolled)
    • Socioeconomic Disadvantaged: 100% (tested 44 out of 44 enrolled)
    • English Learners: 100% (tested 10 out of 10 enrolled)
    • Students with Disabilities: 97% (tested 54 out of 56 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: 39

    Incidents of threats of physical attack with a weapon: 1
    Incidents of threats of physical attack without a weapon: 6


    Total incidents per 1,000 students
    School:

    582.3
    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: 6 (male: 4, female: 2)
    • Hispanic: 4 (male: 2, female: 2)
    • White: 2 (all male)

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

    75.9
    State:

    7.2
    Students with disabilities who received a school-related arrest: 4 (all male)
    • Hispanic: 2
    • White: 2

    Students with disabilities who received a school-related arrest per 1,000 students
    Here:

    50.6
    California:

    1.0

    Harassment & Bullying:
    Show data for

    (State average from 2,337 schools)
    An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

    Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
    Allegations of harassment or bullying on the basis of sex: 2
    Allegations of harassment or bullying on the basis of sex per 1,000 students
    School:

    25.3
    State:

    6.8
    Students reported as harassed or bullied on the basis of sex: 4 (male: 2, female: 2)
    • Hispanic: 4 (male: 2, female: 2)
    • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
    Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
    • Black: 2
    • White: 2
    • Individuals With Disabilities Education Act (IDEA): 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

    • Hispanic31
    • Black2
    • White7
    • LEP7
    • IDEA40
    Chronic Student Absenteeism: 40 (male: 30, female: 10)
    • Hispanic: 31 (male: 23, female: 8)
    • Black: 2 (all male)
    • White: 7 (male: 5, female: 2)
    • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
    • Individuals With Disabilities Education Act (IDEA): 40 (male: 32, female: 8)
    Chronic Student Absenteeism per 1,000 students
    School:

    506.3
    California:

    172.7

    Restraint and Seclusion:
    Show data for

    (State average from 741 schools)
    Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

    Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
    Total Number of students with disabilities (IDEA) subjected to physical restraint: 19 (male: 15, female: 4)
    • Hispanic: 7 (male: 5, female: 2)
    • Black: 5 (all male)
    • White: 7 (male: 5, female: 2)

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

    240.5
    California:

    11.7
    Total Number of students with disabilities (IDEA) subjected to seclusion: 16 (male: 12, female: 4)
    • Hispanic: 7 (male: 5, female: 2)
    • Black: 5 (all male)
    • White: 4 (male: 2, female: 2)

    Students with disabilities (IDEA) subjected to seclusion per 1,000 students
    Rio Verde Academy School:

    202.5
    State:

    1.7

    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

    • Hispanic118
    • Black60
    • White51
    • LEP35
    • IDEA229
    School days missed due to out-of-school suspension: 229 (male: 182, female: 47)
    • Hispanic: 118 (male: 107, female: 11)
    • Black: 60 (male: 34, female: 26)
    • White: 51 (male: 41, female: 10)
    • Limited English Proficiency (LEP): 35 (male: 33, female: 2)
    • Individuals With Disabilities Education Act (IDEA): 229 (male: 182, female: 47)
    Instances of out-of-school suspension (Students with disabilities): 115

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

    1,455.7
    State:

    28.1
    Students with disabilities receiving one or more in-school suspension: 12 (all male)
    • Hispanic: 5
    • Black: 5
    • White: 2
    Students with disabilities receiving only one out-of-school suspension: 12 (male: 10, female: 2)
    • Hispanic: 10 (male: 8, female: 2)
    • White: 2 (all male)
    • Limited English Proficiency (LEP): 2 (all male)

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

    • Hispanic16
    • Black7
    • White7
    • LEP7
    Students with disabilities receiving more than one out-of-school suspension: 30 (male: 24, female: 6)
    • Hispanic: 16 (male: 14, female: 2)
    • Black: 7 (male: 5, female: 2)
    • White: 7 (male: 5, female: 2)
    • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

    Classes & Courses


    Algebra I:
    Show data for

    (State average from 1,144 schools)
    Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
    Number of Algebra I classes: 8
    Number of Algebra I classes taught by certified teachers: 8

      9-10th grade student enrollment in Algebra I

    • Hispanic7
    • Black2
    • White2
    • LEP4
    • IDEA10
    9-10th grade student enrollment in Algebra I: 11 (male: 9, female: 2)
    • Hispanic: 7 (male: 5, female: 2)
    • Black: 2 (all male)
    • White: 2 (all male)
    • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
    • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
    Percent of 9-10th grade students who passed
    Rio Verde Academy School:

    0.0%
    California:

    72.5%

      11-12th grade student enrollment in Algebra I

    • Hispanic13
    • Black4
    • White2
    • LEP2
    • IDEA16
    11-12th grade student enrollment in Algebra I: 19 (male: 15, female: 4)
    • Hispanic: 13 (male: 11, 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): 16 (male: 14, female: 2)
    11-12th studenst who passed Algebra I: 4 (all male)
    • Hispanic: 4
    • Individuals With Disabilities Education Act (IDEA): 4
    Percent of 11-12th grade students who passed
    School:

    21.1%
    California:

    62.0%

    Geometry:
    Show data for
    Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
    Number of Geometry classes: 2
    Number of Geometry classes taught by certified teachers: 2

    Student Enrollment in Geometry: 4 (male: 2, female: 2)
    • Hispanic: 2 (all male)
    • Black: 2 (all female)
    • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    Biology:
    Show data for
    Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
    Number of Biology classes: 5
    Number of Biology classes taught by certified teachers: 5

      Student Enrollment in Biology

    • Hispanic16
    • Black4
    • White5
    • LEP2
    • IDEA25
    Student Enrollment in Biology: 25 (male: 21, female: 4)
    • Hispanic: 16 (male: 14, female: 2)
    • Black: 4 (male: 2, female: 2)
    • White: 5 (all male)
    • Limited English Proficiency (LEP): 2 (all male)
    • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, female: 5)

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