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

Address
 901 Blanco Cir.
Salinas, CA 93912
Telephone
(831) 755-0300
(make sure to verify first before calling)
Website
http://www.monterey.k12.ca.us
Students
296
Classroom Teachers (FTE)
48.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
209
Reduced-price lunch
eligible students
19
School district
Monterey 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: 296
Enrollment in 2015: 292
Enrollment in 2014: 304
Enrollment in 2013: 324
Enrollment in 2012: 339
Enrollment in 2011: 498
Enrollment in 2010: 547
Enrollment in 2009: 593
Enrollment in 2008: 563
Enrollment in 2007: 608
Enrollment in 2006: 836
Enrollment in 2005: 780
Enrollment in 2004: 794
Enrollment in 2003: 736
Enrollment in 2002: 700
Enrollment in 2001: 688
Enrollment in 2000: 573
Enrollment in 1999: 644

Monterey County Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students4129443428322313218797296
Female students13887759410324484
Male students282136272127149115553212
American Indian/Alaska Native students - - 1 - - - - - 1 - - - - 2
Asian students2 - - - 2212 - 1 - 1213
Hispanic students342735282222207167675236
Black students - - - 3 - - - - - - - - - 3
White students3 - 8248243 - 1 - - 35
Hawaiian Native/Pacific Islander students - - - - - - - - 1 - - - - 1
Two or More Races students22 - 1 - - - - - - - 1 - 6

Enrollment by grade:
Kindergarten enrollment: 41
1st grade enrollment: 29
2nd grade enrollment: 44
3rd grade enrollment: 34
4th grade enrollment: 28
5th grade enrollment: 32
6th grade enrollment: 23
7th grade enrollment: 13
8th grade enrollment: 21
9th grade enrollment: 8
10th grade enrollment: 7
11th grade enrollment: 9
12th grade enrollment: 7

Monterey County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 84 (28.4%)
Here:

28.4%
California:

49.4%
Male enrollment: 212 (71.6%)
School:

71.6%
State:

49.6%

Monterey County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.7%)
Here:

0.7%
State:

1.0%
Asian enrollment: 13 (4.4%)
Here:

4.4%
California:

9.4%
Hispanic enrollment: 236 (79.7%)
Here:

79.7%
State:

46.0%
Black enrollment: 3 (1.0%)
Monterey County Special Education School:

1.0%
State:

6.1%
White enrollment: 35 (11.8%)
School:

11.8%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.3%)
Here:

0.3%
California:

0.6%
Two or More Races enrollment: 6 (2.0%)
Monterey County Special Education School:

2.0%
State:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 228 (77.0%)
Here:

77.0%
California:

61.2%
Free lunch eligible students: 209 (70.6%)
Here:

70.6%
State:

52.8%
Reduced-price lunch eligible students: 19 (6.4%)
Monterey County Special Education School:

6.4%
State:

8.6%

Monterey County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 48

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 6
Number of FTE teachers who were absent more than 10 school days during the school years: 48
Number of FTE nurses: 3
Number of FTE psychologists: 4
Number of FTE social workers: 1

Student/Teacher Ratio
Monterey County Special Education School:

6.2
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $11,586,334
  • Full-time Equivalency Count of Teachers: 54.9 (Salary Expenditures: $4,441,116)
  • Full-time Equivalency Count of Instructional Aides: 112.1 (Salary Expenditures: $5,470,408)
  • Full-time Equivalency Count of Support Services Staff: 25.5 (Salary Expenditures: $408,766)
  • Full-time Equivalency Count of School Administration Staff: 11.6 (Salary Expenditures: $1,266,045)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $5,139,675
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $15,363,841
  • Salary Expenditures for Teachers: $6,525,056
  • Full-time Equivalency Count of Instructional Aides: 130.1 (Salary Expenditures: $7,163,975)
  • Full-time Equivalency Count of Support Services Staff: 25 (Salary Expenditures: $408,766)
  • Full-time Equivalency Count of School Administration Staff: 11.6 (Salary Expenditures: $1,266,045)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $5,139,675

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic94
  • Asian4
  • White2
  • Multirace31
  • IDEA130
Students Enrolled in LEP Programs: 131 (male: 86, female: 45)
  • Hispanic: 94 (male: 59, female: 35)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 31 (male: 23, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 130 (male: 86, female: 44)

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

  • Hispanic350
  • Asian14
  • Black4
  • White44
  • Multirace8
  • LEP239
Students with disabilities served under IDEA: 420 (male: 281, female: 139)
  • Hispanic: 350 (male: 238, female: 112)
  • Asian: 14 (male: 7, female: 7)
  • Black: 4 (all male)
  • White: 44 (male: 28, female: 16)
  • Two or More Races: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 239 (male: 154, female: 85)

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: 16
ELA students with scores: 14

Percentage Standard Met and Above:

0%
California:

44%

Standard Not Met: 79.0%
Standard Nearly Met: 21.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
79.0%
21.0%

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

Math students tested: 16
Math students with scores: 16

Percentage Standard Met and Above:

0%
State:

34%

Standard Not Met: 88.0%
Standard Nearly Met: 13.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
88.0%
13.0%

Monterey 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

  • All8%
  • Males9%
  • Females3%
  • Hispanic7%
ELA students tested: 143
ELA students with scores: 143

Percentage Level 3:

8%
State:

15%

Level 1: 68.5% The student showed limited understanding of core concepts.
Level 2: 23.8% The student showed foundational understanding of core concepts.
Level 3: 7.7% The student showed understanding of core concepts.

All Grades:
68.5%
23.8%
7.7%
3rd Grade: (Mean Scale Score: 337.9, Students tested: 33, Level1: 63.6%, Level 2: 15.2%, Level 3: 21.2%)
63.6%
15.2%
21.2%
4th Grade: (Mean Scale Score: 430.3, Students tested: 34, Level1: 64.7%, Level 2: 29.4%, Level 3: 5.9%)
64.7%
29.4%
5.9%
5th Grade: (Mean Scale Score: 534.2, Students tested: 23, Level1: 69.6%, Level 2: 26.1%, Level 3: 4.3%)
69.6%
26.1%
4.3%
6th Grade: (Mean Scale Score: 637.6, Students tested: 23, Level1: 60.9%, Level 2: 39.1%, Level 3: 0.0%)
60.9%
39.1%
8th Grade: (Mean Scale Score: 826.6, Students tested: 12, Level1: 66.7%, Level 2: 25.0%, Level 3: 8.3%)
66.7%
25.0%
8.3%
Math students tested: 143
Math students with scores: 143

Percentage Level 3:

1%
California:

6%

Level 1: 83.9% The student showed limited understanding of core concepts.
Level 2: 14.7% The student showed foundational understanding of core concepts.
Level 3: 1.4% The student showed understanding of core concepts.

All Grades:
83.9%
14.7%
1.4%
3rd Grade: (Mean Scale Score: 330.7, Students tested: 33, Level1: 72.7%, Level 2: 24.2%, Level 3: 3.0%)
72.7%
24.2%
3.0%
4th Grade: (Mean Scale Score: 425.1, Students tested: 34, Level1: 79.4%, Level 2: 20.6%, Level 3: 0.0%)
79.4%
20.6%
5th Grade: (Mean Scale Score: 525.9, Students tested: 23, Level1: 87.0%, Level 2: 13.0%, Level 3: 0.0%)
87.0%
13.0%
6th Grade: (Mean Scale Score: 629.6, Students tested: 23, Level1: 95.7%, Level 2: 4.3%, Level 3: 0.0%)
95.7%
4.3%
8th Grade: (Mean Scale Score: 822.8, Students tested: 12, Level1: 75.0%, Level 2: 16.7%, Level 3: 8.3%)
75.0%
16.7%
8.3%

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: 11
CAPA Science students with scores: 11

Percentage At Or Above Proficient:

27%
State:

66%

Percentage Far Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 36.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 36.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 27.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 27.4, Students tested: 11, Far Below Basic: 1.0%, Below Basic: 36.0%, Basic: 36.0%, Proficient: 27.0%, Advanced: 0.0%)
1.0%
36.0%
36.0%
27.0%

California High School Exit Exam:
Show data for

(State average from 2,219 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.
Math Mean Scale Score:

338
California:

363
Math Percentage Passed:

17%
California:

58%
Math Number Tested: 12
Math Number Passed: 2

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

    52%
    California:

    66%
  • Number Sense:

    48%
    State:

    61%
  • Algebra & Functions:

    45%
    State:

    62%
  • Measurement & Geometry:

    39%
    State:

    56%
  • Algebra 1:

    31%
    State:

    50%
ELA Mean Scale Score:

338
State:

363
ELA Percentage Passed:

33%
California:

60%
ELA Number Tested: 12
ELA Number Passed: 4

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

    71%
    California:

    70%
  • Reading - Reading Comprehension:

    58%
    California:

    68%
  • Reading - Literary Responses and Analysis:

    60%
    California:

    68%
  • Writing - Writing Strategies:

    42%
    State:

    61%
  • Writing - Writing Conventions:

    56%
    State:

    65%

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: 26, Needs Improvement - High Risk: 3.8%, Needs Improvement: 53.8%, Healthy Fitness Zone: 42.4%)
3.8%
53.8%
42.4%
7th grade: (Students tested: 15, Needs Improvement - High Risk: 13.3%, Needs Improvement: 33.3%, Healthy Fitness Zone: 53.4%)
13.3%
33.3%
53.4%
Body Composition:
5th grade: (Students tested: 26, Needs Improvement - High Risk: 57.7%, Needs Improvement: 26.9%, Healthy Fitness Zone: 15.4%)
57.7%
26.9%
15.4%
7th grade: (Students tested: 15, Needs Improvement - High Risk: 46.7%, Needs Improvement: 20.0%, Healthy Fitness Zone: 33.3%)
46.7%
20.0%
33.3%
Abdominal Strength:
5th grade: (Students tested: 26, Needs Improvement - High Risk: 34.6%, Needs Improvement: 65.4%, Healthy Fitness Zone: 0.0%)
34.6%
65.4%
7th grade: (Students tested: 15, Needs Improvement - High Risk: 20.0%, Needs Improvement: 80.0%, Healthy Fitness Zone: 0.0%)
20.0%
80.0%
Trunk Extension Strength:
5th grade: (Students tested: 26, Needs Improvement - High Risk: 26.9%, Needs Improvement: 73.1%, Healthy Fitness Zone: 0.0%)
26.9%
73.1%
7th grade: (Students tested: 15, Needs Improvement - High Risk: 46.7%, Needs Improvement: 53.3%, Healthy Fitness Zone: 0.0%)
46.7%
53.3%
Upper Body Strength:
5th grade: (Students tested: 26, Needs Improvement - High Risk: 11.5%, Needs Improvement: 88.5%, Healthy Fitness Zone: 0.0%)
11.5%
88.5%
7th grade: (Students tested: 15, Needs Improvement - High Risk: 20.0%, Needs Improvement: 80.0%, Healthy Fitness Zone: 0.0%)
20.0%
80.0%
Flexibility:
5th grade: (Students tested: 26, Needs Improvement - High Risk: 19.2%, Needs Improvement: 80.8%, Healthy Fitness Zone: 0.0%)
19.2%
80.8%
7th grade: (Students tested: 15, Needs Improvement - High Risk: 13.3%, Needs Improvement: 86.7%, Healthy Fitness Zone: 0.0%)
13.3%
86.7%

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: 172
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

1.0%
State:

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).

Monterey County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
School:

64.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic67
  • Black100
  • White50
  • SED80
  • LEP100
  • With Disabilities64
  • Hispanic: 67% (tested 4 out of 6 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 50% (tested 2 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 80% (tested 4 out of 5 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 64% (tested 7 out of 11 enrolled)

Math Participation Rate
School:

64.0%
California:

96.1%

    Math Participation Rate

  • Hispanic67
  • Black100
  • White50
  • SED80
  • LEP100
  • With Disabilities64
  • Hispanic: 67% (tested 4 out of 6 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 50% (tested 2 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 80% (tested 4 out of 5 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 64% (tested 7 out of 11 enrolled)

Health & Safety


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
  • Limited English Proficiency (LEP): 2

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

6.8
State:

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

  • Hispanic157
  • American Indian2
  • Asian10
  • Native Hawaiian2
  • Black2
  • White16
  • Multirace4
  • LEP121
  • IDEA163
Chronic Student Absenteeism: 193 (male: 133, female: 60)
  • Hispanic: 157 (male: 113, female: 44)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all male)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 121 (male: 83, female: 38)
  • Individuals With Disabilities Education Act (IDEA): 163 (male: 110, female: 53)
Chronic Student Absenteeism per 1,000 students
Here:

652.0
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: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2

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

6.8
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).
Students with disabilities receiving only one out-of-school suspension: 7 (all male)
  • Hispanic: 5
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2

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