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Santa Barbara County Special Education School in Santa Barbara, 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 11
Address
 4400 Cathedral Oaks Rd.
Santa Barbara, CA 93110
Telephone
(805) 964-4711
(make sure to verify first before calling)
Website
http://www.sbceo.org/about_sbceo/specialed.shtml
City-data.com school rating
11
Students
165
Classroom Teachers (FTE)
21.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
75
Reduced-price lunch
eligible students
6
School district
Santa Barbara County Office of Education
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
La Colina Junior High (0.8 miles):

90
Hope Elementary (1.0 miles):

84
Monte Vista Elementary (1.4 miles):

84
Vieja Valley Elementary (1.1 miles):

75
San Marcos Senior High (1.3 miles):

69
Santa Barbara County Juvenile Court (0.0 miles):

26
Open Alternative (0.8 miles):

16
Santa Barbara County Special Education School:

11
Santa Barbara County Community (0.1 miles):

8
Santa Barbara County Special Education School rating compared to average state, county and city schools ratings:
California:

46
Santa Barbara County:

46
Santa Barbara:

52
This School:

11

Students & Teachers


Total enrollment:
Enrollment in 2016: 165
Enrollment in 2015: 171
Enrollment in 2014: 206
Enrollment in 2013: 215
Enrollment in 2012: 222
Enrollment in 2011: 253
Enrollment in 2010: 270
Enrollment in 2009: 286
Enrollment in 2008: 275
Enrollment in 2007: 266
Enrollment in 2006: 274
Enrollment in 2005: 341
Enrollment in 2004: 344
Enrollment in 2003: 337
Enrollment in 2002: 315
Enrollment in 2001: 335
Enrollment in 2000: 294
Enrollment in 1999: 350

Santa Barbara 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 students95121412111212681291429165
Female students5 - 444373425 - 51359
Male students4581088592679916106
Asian students1 - 1 - 111 - - - - - - - 5
Hispanic students6446678956961419109
Black students - - - - - - - - - - - 2 - - 2
White students216753321231 - 945
Two or More Races students - - 11 - - - 1 - - - - - 14

Enrollment by grade:
Kindergarten enrollment: 9
1st grade enrollment: 5
2nd grade enrollment: 12
3rd grade enrollment: 14
4th grade enrollment: 12
5th grade enrollment: 11
6th grade enrollment: 12
7th grade enrollment: 12
8th grade enrollment: 6
9th grade enrollment: 8
10th grade enrollment: 12
11th grade enrollment: 9
12th grade enrollment: 14
Ungraded enrollment: 29

Santa Barbara County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 59 (35.8%)
Santa Barbara County Special Education School:

35.8%
California:

49.4%
Male enrollment: 106 (64.2%)
Here:

64.2%
State:

49.6%

Santa Barbara County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 5 (3.0%)
School:

3.0%
California:

9.4%
Hispanic enrollment: 109 (66.1%)
Here:

66.1%
California:

46.0%
Black enrollment: 2 (1.2%)
Santa Barbara County Special Education School:

1.2%
State:

6.1%
White enrollment: 45 (27.3%)
Santa Barbara County Special Education School:

27.3%
State:

28.3%
Two or More Races enrollment: 4 (2.4%)
Here:

2.4%
California:

4.5%

Santa Barbara County Special Education School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 81 (49.1%)
Here:

49.1%
State:

61.2%
Free lunch eligible students: 75 (45.5%)
Santa Barbara County Special Education School:

45.5%
State:

52.8%
Reduced-price lunch eligible students: 6 (3.6%)
School:

3.6%
State:

8.6%

Santa Barbara County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 21.8

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 school counselors: 2
Number of FTE nurses: 2
Number of FTE psychologists: 14.3

Student/Teacher Ratio
Santa Barbara County Special Education School:

7.6
State:

22.8

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


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

  • Hispanic284
  • American Indian13
  • Asian14
  • Native Hawaiian14
  • Black14
  • White332
  • Multirace38
  • LEP62
Students with disabilities served under IDEA: 709 (male: 493, female: 216)
  • Hispanic: 284 (male: 196, female: 88)
  • American Indian / Alaska Native: 13 (all male)
  • Asian: 14 (male: 7, female: 7)
  • Native Hawaiian / Pacific Islander: 14 (male: 10, female: 4)
  • Black: 14 (male: 10, female: 4)
  • White: 332 (male: 232, female: 100)
  • Two or More Races: 38 (male: 25, female: 13)
  • Limited English Proficiency (LEP): 62 (male: 43, female: 19)

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: 19
ELA students with scores: 19

Percentage Standard Met and Above:

21%
State:

49%

Standard Not Met: 52.6%
Standard Nearly Met: 26.3%
Standard Met: 5.3%
Standard Exceeded: 15.8%

All Grades:
52.6%
26.3%
5.3%
15.8%

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

Math students tested: 19
Math students with scores: 19

Percentage Standard Met and Above:

32%
State:

38%

Standard Not Met: 47.4%
Standard Nearly Met: 21.1%
Standard Met: 10.5%
Standard Exceeded: 21.1%

All Grades:
47.4%
21.1%
10.5%
21.1%

Santa Barbara 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: 50
ELA students with scores: 50

Percentage Level 3:

0%
State:

15%

Level 1: 92.0% The student showed limited understanding of core concepts.
Level 2: 8.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

4th Grade: (Mean Scale Score: 411.1, Students tested: 11, Level1: 90.9%, Level 2: 9.1%, Level 3: 0.0%)
90.9%
9.1%
Math students tested: 50
Math students with scores: 50

Percentage Level 3:

0%
State:

6%

Level 1: 96.0% The student showed limited understanding of core concepts.
Level 2: 4.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

4th Grade: (Mean Scale Score: 410.8, Students tested: 11, Level1: 90.9%, Level 2: 9.1%, Level 3: 0.0%)
90.9%
9.1%

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: 19
CAPA Science students with scores: 19

Percentage At Or Above Proficient:

58%
California:

67%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 42.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 16.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 34.8, Students tested: 19, Far Below Basic: 5.0%, Below Basic: 11.0%, Basic: 26.0%, Proficient: 42.0%, Advanced: 16.0%)
5.0%
11.0%
26.0%
42.0%
16.0%

California High School Exit Exam:
Show data for

(State average from 2,357 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.

Santa Barbara County Special Education School - California High School Exit Exam results

Math Mean Scale Score:

323
California:

374
Math Percentage Passed:

0%
California:

68%
Math Number Tested: 11
Math Percent Correct compared to California average:
  • Probability & Statistics:

    50%
    California:

    69%
  • Number Sense:

    38%
    California:

    65%
  • Algebra & Functions:

    32%
    California:

    68%
  • Measurement & Geometry:

    31%
    State:

    64%
  • Algebra 1:

    29%
    State:

    58%

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: 14, Needs Improvement - High Risk: 21.4%, Needs Improvement: 78.6%, Healthy Fitness Zone: 0.0%)
21.4%
78.6%
Body Composition:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 64.3%, Needs Improvement: 28.6%, Healthy Fitness Zone: 7.1%)
64.3%
28.6%
7.1%
Abdominal Strength:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 21.4%, Needs Improvement: 78.6%, Healthy Fitness Zone: 0.0%)
21.4%
78.6%
Trunk Extension Strength:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 35.7%, Needs Improvement: 64.3%, Healthy Fitness Zone: 0.0%)
35.7%
64.3%
Upper Body Strength:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 21.4%, Needs Improvement: 78.6%, Healthy Fitness Zone: 0.0%)
21.4%
78.6%
Flexibility:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 28.6%, Needs Improvement: 71.4%, Healthy Fitness Zone: 0.0%)
28.6%
71.4%

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).

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

All Grades:
Student Count: 55
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

2.0%
California:

34.0%
Grade 1:
Student Count: 5
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

20.0%
California:

44.0%
Listening Mean Scale Score:

400.4
California:

439.9
Reading Mean Scale Score:

338.0
State:

383.8
Speaking Mean Scale Score:

406.0
State:

446.4
Writing Mean Scale Score:

321.8
California:

386.5

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).

Santa Barbara County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Santa Barbara County Special Education School:

96.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Black100
  • White100
  • SED100
  • LEP100
  • With Disabilities96
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 11 out of 11 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 10 out of 10 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 96% (tested 21 out of 22 enrolled)

Math Participation Rate
School:

96.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Black100
  • White100
  • SED100
  • LEP100
  • With Disabilities96
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 11 out of 11 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 10 out of 10 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 96% (tested 21 out of 22 enrolled)

Health & Safety


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: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)

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

66.7
California:

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.
Students with disabilities receiving one or more in-school suspension: 7 (all male)
  • Hispanic: 2
  • White: 5
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

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

  • Hispanic5
  • Black4
  • White5
  • LEP5
Students with disabilities receiving more than one out-of-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

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