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Danbury Special Education School in Claremont, CA
(KG-08 • Public • Special Education School)

Address
 1745 Lynoak Dr.
Claremont, CA 91711
Telephone
(909) 398-0335
(make sure to verify first before calling)
Students
64
Classroom Teachers (FTE)
8.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
14
Reduced-price lunch
eligible students
7
School district
Claremont Unified
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: 64
Enrollment in 2015: 70
Enrollment in 2014: 54
Enrollment in 2013: 49
Enrollment in 2012: 46
Enrollment in 2011: 60
Enrollment in 2010: 59
Enrollment in 2009: 47
Enrollment in 2008: 57
Enrollment in 2007: 50
Enrollment in 2006: 49
Enrollment in 2005: 60
Enrollment in 2004: 59
Enrollment in 2003: 65
Enrollment in 2002: 52
Enrollment in 2001: 54
Enrollment in 2000: 62
Enrollment in 1999: 80

Danbury Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08Total
All students51191411651264
Female students36542311227
Male students25410934 - - 37
Asian students - - - 121 - - - 4
Hispanic students2536623 - - 27
Black students11 - - - - - - - 2
White students2 - 35 - 31 - 216
Two or More Races students - 5323 - 11 - 15

Enrollment by grade:
Kindergarten enrollment: 5
1st grade enrollment: 11
2nd grade enrollment: 9
3rd grade enrollment: 14
4th grade enrollment: 11
5th grade enrollment: 6
6th grade enrollment: 5
7th grade enrollment: 1
8th grade enrollment: 2

Danbury Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 27 (42.2%)
Danbury Special Education School:

42.2%
State:

49.4%
Male enrollment: 37 (57.8%)
School:

57.8%
State:

49.6%

Danbury Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 4 (6.3%)
Here:

6.3%
State:

9.4%
Hispanic enrollment: 27 (42.2%)
School:

42.2%
State:

46.0%
Black enrollment: 2 (3.1%)
Here:

3.1%
State:

6.1%
White enrollment: 16 (25.0%)
School:

25.0%
State:

28.3%
Two or More Races enrollment: 15 (23.4%)
Danbury Special Education School:

23.4%
State:

4.5%

Danbury Special Education School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 21 (32.8%)
Danbury Special Education School:

32.8%
State:

61.2%
Free lunch eligible students: 14 (21.9%)
Danbury Special Education School:

21.9%
California:

52.8%
Reduced-price lunch eligible students: 7 (10.9%)
Danbury Special Education School:

10.9%
State:

8.6%

Danbury Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 8

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE sworn law enforcement officers: 0
Number of FTE nurses: 0.7
Number of FTE psychologists: 0.6

Student/Teacher Ratio
Here:

8.0
California:

22.8

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


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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

  • Hispanic35
  • Asian4
  • White17
  • Multirace17
Students with disabilities served under IDEA: 73 (male: 43, female: 30)
  • Hispanic: 35 (male: 22, female: 13)
  • Asian: 4 (all male)
  • White: 17 (male: 7, female: 10)
  • Two or More Races: 17 (male: 10, female: 7)

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: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Danbury Special Education School:

40.0%
State:

5.3%

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,420 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 students tested: 13
ELA students with scores: 12

Percentage Standard Met and Above:

0%
State:

44%

Standard Not Met: 83.0%
Standard Nearly Met: 17.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
83.0%
17.0%

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

Math students tested: 12
Math students with scores: 12

Percentage Standard Met and Above:

0%
California:

34%

Standard Not Met: 100.0%
Standard Nearly Met: 0.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
100.0%

Danbury 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

  • All45%
  • Males47%
  • Females42%
ELA students tested: 31
ELA students with scores: 31

Percentage Level 3:

45%
California:

15%

Level 1: 41.9% The student showed limited understanding of core concepts.
Level 2: 12.9% The student showed foundational understanding of core concepts.
Level 3: 45.2% The student showed understanding of core concepts.

5th Grade: (Mean Scale Score: 546.4, Students tested: 11, Level1: 36.4%, Level 2: 9.1%, Level 3: 54.5%)
36.4%
9.1%
54.5%

    Math Percentage Level 3

  • All35%
  • Males47%
  • Females17%
Math students tested: 31
Math students with scores: 31

Percentage Level 3:

35%
California:

6%

Level 1: 51.6% The student showed limited understanding of core concepts.
Level 2: 12.9% The student showed foundational understanding of core concepts.
Level 3: 35.5% The student showed understanding of core concepts.

5th Grade: (Mean Scale Score: 542.0, Students tested: 11, Level1: 45.5%, Level 2: 0.0%, Level 3: 54.5%)
45.5%
54.5%

California English Language Development Test:
Show data for

(State average from 9,791 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: 5
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

20.0%
State:

34.0%
Grade 1:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
California:

37.0%
Listening Mean Scale Score:

467.0
State:

432.0
Reading Mean Scale Score:

291.8
State:

380.2
Speaking Mean Scale Score:

379.8
California:

438.9
Writing Mean Scale Score:

283.5
California:

383.8

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).

Danbury Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
State:

96.3%
  • Hispanic: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 2 out of 2 enrolled)

Math Participation Rate
Here:

100.0%
State:

96.1%
  • Hispanic: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 2 out of 2 enrolled)

Health & Safety


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

  • Hispanic19
  • Asian4
  • Black2
  • White10
  • Multirace16
  • IDEA52
Chronic Student Absenteeism: 51 (male: 23, female: 28)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 52 (male: 26, female: 26)
Chronic Student Absenteeism per 1,000 students
Danbury Special Education School:

796.9
California:

172.7

Suspensions:
Show data for

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

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

15.6
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

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