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Yolo County Special Education School in Woodland, CA
(KG-12 • Public • Special Education School)

Address
 285 W. Beamer St.
Woodland, CA 95695
Telephone
(530) 668-3800
(make sure to verify first before calling)
Website
http://www.ycoe.org
Students
115
Classroom Teachers (FTE)
19.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
33
Reduced-price lunch
eligible students
15
School district
Yolo 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: 115
Enrollment in 2015: 106
Enrollment in 2014: 112
Enrollment in 2013: 117
Enrollment in 2012: 101
Enrollment in 2011: 80
Enrollment in 2010: 80
Enrollment in 2009: 69
Enrollment in 2008: 68
Enrollment in 2007: 97
Enrollment in 2006: 186
Enrollment in 2005: 216
Enrollment in 2004: 192
Enrollment in 2003: 193
Enrollment in 2002: 197
Enrollment in 2001: 212
Enrollment in 2000: 229
Enrollment in 1999: 176

Yolo County Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students4448511581010621028115
Female students121213 - 1432141237
Male students32364857674161678
Asian students - 2 - - 1111 - - - - 3312
Hispanic students3 - 173614644151055
Black students - - 1 - - - - 1 - 1 - - - 25
White students1 - 211422451121339
Hawaiian Native/Pacific Islander students - - - - - - - - - - 1 - - - 1
Two or More Races students - 2 - - - - 1 - - - - - - - 3

Enrollment by grade:
Kindergarten enrollment: 4
1st grade enrollment: 4
2nd grade enrollment: 4
3rd grade enrollment: 8
4th grade enrollment: 5
5th grade enrollment: 11
6th grade enrollment: 5
7th grade enrollment: 8
8th grade enrollment: 10
9th grade enrollment: 10
10th grade enrollment: 6
11th grade enrollment: 2
12th grade enrollment: 10
Ungraded enrollment: 28

Yolo County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 37 (32.2%)
Here:

32.2%
California:

49.4%
Male enrollment: 78 (67.8%)
School:

67.8%
State:

49.6%

Yolo County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 12 (10.4%)
Here:

10.4%
State:

9.4%
Hispanic enrollment: 55 (47.8%)
Yolo County Special Education School:

47.8%
State:

46.0%
Black enrollment: 5 (4.3%)
Here:

4.3%
California:

6.1%
White enrollment: 39 (33.9%)
Yolo County Special Education School:

33.9%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.9%)
Yolo County Special Education School:

0.9%
California:

0.6%
Two or More Races enrollment: 3 (2.6%)
Yolo County Special Education School:

2.6%
California:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 48 (41.7%)
Here:

41.7%
State:

61.2%
Free lunch eligible students: 33 (28.7%)
School:

28.7%
State:

52.8%
Reduced-price lunch eligible students: 15 (13.0%)
Here:

13.0%
California:

8.6%

Yolo County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 19

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 2
Number of FTE nurses: 1.6
Number of FTE psychologists: 2.6

Student/Teacher Ratio
Yolo County Special Education School:

6.1
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,977,362
  • Full-time Equivalency Count of Teachers: 27.4 (Salary Expenditures: $1,812,933)
  • Full-time Equivalency Count of Instructional Aides: 4,194.9 (Salary Expenditures: $1,507,029)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $194,255)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $463,445)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,820,953

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic19
  • Asian7
  • Black2
  • White2
  • IDEA31
Students Enrolled in LEP Programs: 30 (male: 24, female: 6)
  • Hispanic: 19 (male: 17, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 26, female: 5)

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

  • Hispanic59
  • Asian7
  • Black4
  • White41
  • Multirace4
  • LEP32
Students with disabilities served under IDEA: 115 (male: 80, female: 35)
  • Hispanic: 59 (male: 40, female: 19)
  • Asian: 7 (all male)
  • Black: 4 (all male)
  • White: 41 (male: 25, female: 16)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 32 (male: 25, female: 7)

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 students tested: 14
ELA students with scores: 14

Percentage Standard Met and Above:

7%
State:

49%

Standard Not Met: 78.6%
Standard Nearly Met: 14.3%
Standard Met: 7.1%
Standard Exceeded: 0.0%

All Grades:
78.6%
14.3%
7.1%

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

Math students tested: 14
Math students with scores: 14

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 85.7%
Standard Nearly Met: 14.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
85.7%
14.3%

Yolo 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 students tested: 19
ELA students with scores: 19

Percentage Level 3:

0%
California:

15%

Level 1: 100.0% The student showed limited understanding of core concepts.
Level 2: 0.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
100.0%
Math students tested: 19
Math students with scores: 19

Percentage Level 3:

0%
State:

6%

Level 1: 100.0% The student showed limited understanding of core concepts.
Level 2: 0.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
100.0%

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: 32
CAPA English-Language Arts students with scores: 32

Percentage At Or Above Proficient:

59%
California:

82%
CAPA Mathematics students tested: 32
CAPA Mathematics students with scores: 32

Percentage At Or Above Proficient:

41%
California:

68%

California English Language Development Test:
Show data for

(State average from 9,932 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).

Yolo County Special Education School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 10
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

10.0%
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).

Yolo County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
School:

40.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic39
  • Asian100
  • White34
  • SED45
  • LEP58
  • With Disabilities40
  • Hispanic: 39% (tested 8 out of 21 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 34% (tested 2 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 45% (tested 8 out of 18 enrolled)
  • English Learners: 58% (tested 4 out of 7 enrolled)
  • Students with Disabilities: 40% (tested 11 out of 28 enrolled)

Math Participation Rate
Yolo County Special Education School:

22.0%
State:

96.1%

    Math Participation Rate

  • Hispanic20
  • White34
  • SED17
  • LEP15
  • With Disabilities22
  • Hispanic: 20% (tested 4 out of 21 enrolled)
  • White: 34% (tested 2 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 17% (tested 3 out of 18 enrolled)
  • English Learners: 15% (tested 1 out of 7 enrolled)
  • Students with Disabilities: 22% (tested 6 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.

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: 1

Incidents of threats of physical attack without a weapon: 12


Total incidents per 1,000 students
School:

113.0
California:

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

  • Hispanic34
  • Asian4
  • Native Hawaiian2
  • Black5
  • White22
  • Multirace4
  • LEP28
  • IDEA70
Chronic Student Absenteeism: 71 (male: 42, female: 29)
  • Hispanic: 34 (male: 20, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 5 (all male)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 70 (male: 41, female: 29)
Chronic Student Absenteeism per 1,000 students
Here:

617.4
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:

34.8
State:

11.7

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

  • Hispanic10
  • Black1
  • White13
  • IDEA24
School days missed due to out-of-school suspension: 24 (male: 11, female: 13)
  • Hispanic: 10 (male: 6, female: 4)
  • Black: 1 (all male)
  • White: 13 (male: 4, female: 9)
  • Individuals With Disabilities Education Act (IDEA): 24 (male: 11, female: 13)
Instances of out-of-school suspension (Students with disabilities): 11

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

95.7
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 1,182 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: 5
Number of Algebra I classes taught by certified teachers: 2

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • Black2
  • White4
  • IDEA4
9-10th grade student enrollment in Algebra I: 8 (male: 4, female: 4)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 9-10th grade students who passed
School:

0.0%
California:

72.5%
11-12th grade student enrollment in Algebra I: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
School:

0.0%
State:

62.0%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1
Student Enrollment in Algebra II: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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: 1
Student Enrollment in Geometry: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 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: 6
Number of Biology classes taught by certified teachers: 3

    Student Enrollment in Biology

  • Hispanic4
  • Black2
  • White4
  • IDEA10
Student Enrollment in Biology: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 1


Student Enrollment in Chemistry: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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