Laurel Ruff Transition School in Sacramento, CA
(12 • Public • Special Education School)
- Address
- 5325 Garfield Ave.
Sacramento, CA 95841
- Telephone
- (916) 971-7586
(make sure to verify first before calling)
- Students
- 98
- Classroom Teachers (FTE)
- 10.1
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 40
- Reduced-price lunch
eligible students - 3
- School district
- San Juan Unified
- Charter school
- No
- Title I status
- Title I targeted assistance eligible school-No program
- Magnet School Indicator
- Yes
- Shared Time Indicator
- Missing
- Adult education offered
- No
Students & Teachers
Total enrollment:
Enrollment in 2016: 98
Enrollment in 2015: 104
Enrollment in 2014: 118
Enrollment in 2013: 105
Enrollment in 2012: 106
Enrollment in 2011: 125
Enrollment in 2010: 106
Enrollment in 2009: 108
Enrollment in 2008: 109
Enrollment in 2007: 109
Enrollment in 2006: 90
Enrollment in 2005: 78
Enrollment in 2004: 72
Enrollment in 2003: 76
Enrollment in 2002: 80
Enrollment in 2001: 65
Enrollment in 2000: 43
Enrollment in 1999: 49
Enrollment in 2015: 104
Enrollment in 2014: 118
Enrollment in 2013: 105
Enrollment in 2012: 106
Enrollment in 2011: 125
Enrollment in 2010: 106
Enrollment in 2009: 108
Enrollment in 2008: 109
Enrollment in 2007: 109
Enrollment in 2006: 90
Enrollment in 2005: 78
Enrollment in 2004: 72
Enrollment in 2003: 76
Enrollment in 2002: 80
Enrollment in 2001: 65
Enrollment in 2000: 43
Enrollment in 1999: 49
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G12 | Total |
|---|---|---|
| All students | 98 | 98 |
| Female students | 30 | 30 |
| Male students | 68 | 68 |
| American Indian/Alaska Native students | 2 | 2 |
| Asian students | 4 | 4 |
| Hispanic students | 15 | 15 |
| Black students | 10 | 10 |
| White students | 64 | 64 |
| Hawaiian Native/Pacific Islander students | 3 | 3 |
Enrollment by grade:
12th grade enrollment: 98
Laurel Ruff Transition School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 30 (30.6%)
| Here: | 30.6% |
| California: | 49.4% |
Male enrollment: 68 (69.4%)
| School: | 69.4% |
| State: | 49.6% |
Laurel Ruff Transition School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (2.0%)
| Laurel Ruff Transition School: | 2.0% |
| State: | 1.0% |
Asian enrollment: 4 (4.1%)
| Here: | 4.1% |
| California: | 9.4% |
Hispanic enrollment: 15 (15.3%)
| Here: | 15.3% |
| State: | 46.0% |
Black enrollment: 10 (10.2%)
| Laurel Ruff Transition School: | 10.2% |
| California: | 6.1% |
White enrollment: 64 (65.3%)
| School: | 65.3% |
| State: | 28.3% |
Hawaiian Native/Pacific Islander enrollment: 3 (3.1%)
| Laurel Ruff Transition School: | 3.1% |
| State: | 0.6% |
Laurel Ruff Transition School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 43 (43.9%)
| Here: | 43.9% |
| California: | 61.2% |
Free lunch eligible students: 40 (40.8%)
| School: | 40.8% |
| State: | 52.8% |
Reduced-price lunch eligible students: 3 (3.1%)
| Laurel Ruff Transition School: | 3.1% |
| California: | 8.6% |
Laurel Ruff Transition School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 10.1
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3.1
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.7
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3.1
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.7
Student/Teacher Ratio
| Here: | 9.7 |
| California: | 22.8 |
Laurel Ruff Transition School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9,792
- Full-time Equivalency Count of Instructional Aides: 0.5 (Salary Expenditures: $9,792)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,391,839
- Salary Expenditures for Teachers: $698,840
- Full-time Equivalency Count of Instructional Aides: 20.9 (Salary Expenditures: $509,854)
- Full-time Equivalency Count of Support Services Staff: 0 (Salary Expenditures: $4,158)
- Full-time Equivalency Count of School Administration Staff: 2.5 (Salary Expenditures: $178,987)
Limited English Proficiency:
Show data for
- Hispanic2
- Asian2
- Native Hawaiian2
- Black2
- White2
- IDEA8
Students Enrolled in LEP Programs
- Hispanic: 2
- Asian: 2
- Native Hawaiian / Pacific Islander: 2
- Black: 2
- White: 2
- Individuals With Disabilities Education Act (IDEA): 8
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.
- Hispanic13
- Asian4
- Native Hawaiian4
- Black8
- White77
- LEP10
Students with disabilities served under IDEA
- Hispanic: 13 (all male)
- Asian: 4 (all male)
- Native Hawaiian / Pacific Islander: 4 (all male)
- Black: 8 (male: 4, female: 4)
- White: 77 (male: 52, female: 25)
- Limited English Proficiency (LEP): 10 (all male)
Retention:
Show data for
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 9th grade: 2 (all female)
- Black: 2
- Individuals With Disabilities Education Act (IDEA): 2
Accountability
Adequate Yearly Progress:
Show data for
(State average from 9,842 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).
Laurel Ruff Transition School - Adequate Yearly Progress status
Met all AYP Criteria: No
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)
ELA met overall: No
Met ELA Percent Proficient or Above: No
ELA Percent Proficient Target: 100%
Percent of ELA students scoring Proficient or Above
Math met overall: No
Met Math Percent Proficient or Above: No
Math Percent Proficient Target: 100%
Percent of Math students scoring Proficient or Above
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)
ELA met overall: No
Met ELA Percent Proficient or Above: No
ELA Percent Proficient Target: 100%
Percent of ELA students scoring Proficient or Above
| Laurel Ruff Transition School: | 61.0% |
| State: | 54.0% |
Math met overall: No
Met Math Percent Proficient or Above: No
Math Percent Proficient Target: 100%
Percent of Math students scoring Proficient or Above
| School: | 64.1% |
| California: | 58.1% |
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 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: 13
Total incidents per 1,000 students
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: 13
Total incidents per 1,000 students
| School: | 132.7 |
| 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.
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 female)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
- White: 2
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
| Laurel Ruff Transition School: | 20.4 |
| State: | 7.9 |
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.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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. Bullying on the basis of disability constitutes disability harassment.
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.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Students reported as harassed or bullied on the basis of disability: 2 (all male)| Laurel Ruff Transition School: | 10.2 |
| California: | 1.1 |
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
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