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Tuolumne County Community/Isp School in Sonora, CA
(KG-12 • Public • Alternative School)

Address
 175 S. Fairview Ln.
Sonora, CA 95370
Telephone
(209) 536-2012
(make sure to verify first before calling)
Website
http://www.tcsos.us
Students
21
Classroom Teachers (FTE)
1.4
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
14
Reduced-price lunch
eligible students
3
School district
Tuolumne County Superintendent of Schools
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 21
Enrollment in 2015: 16
Enrollment in 2014: 17
Enrollment in 2013: 19
Enrollment in 2012: 17
Enrollment in 2011: 9
Enrollment in 2010: 1
Enrollment in 2009: 7
Enrollment in 2008: 7
Enrollment in 2007: 8
Enrollment in 2006: 12
Enrollment in 2005: 7
Enrollment in 2004: 7
Enrollment in 2003: 4
Enrollment in 2002: 5
Enrollment in 2001: 16
Enrollment in 2000: 19
Enrollment in 1999: 25

Tuolumne County Community/Isp School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G10G11G12Total
All students354921
Female students2 - 136
Male students153615
American Indian/Alaska Native students1 - - - 1
Asian students - 1 - - 1
Hispanic students - 1113
White students223714
Hawaiian Native/Pacific Islander students - - - 11
Two or More Races students - 1 - - 1

Enrollment by grade:
8th grade enrollment: 3
10th grade enrollment: 5
11th grade enrollment: 4
12th grade enrollment: 9

Tuolumne County Community/Isp School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 6 (28.6%)
Here:

28.6%
State:

49.4%
Male enrollment: 15 (71.4%)
School:

71.4%
California:

49.6%

Tuolumne County Community/Isp School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (4.8%)
Here:

4.8%
State:

1.0%
Asian enrollment: 1 (4.8%)
Tuolumne County Community/Isp School:

4.8%
California:

9.4%
Hispanic enrollment: 3 (14.3%)
Here:

14.3%
California:

46.0%
White enrollment: 14 (66.7%)
School:

66.7%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (4.8%)
Here:

4.8%
State:

0.6%
Two or More Races enrollment: 1 (4.8%)
Tuolumne County Community/Isp School:

4.8%
California:

4.5%

Tuolumne County Community/Isp School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 17 (81.0%)
Here:

81.0%
California:

61.2%
Free lunch eligible students: 14 (66.7%)
Tuolumne County Community/Isp School:

66.7%
California:

52.8%
Reduced-price lunch eligible students: 3 (14.3%)
School:

14.3%
State:

8.6%

Tuolumne County Community/Isp School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1.4

Number of FTE school counselors: 1
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.1

Student/Teacher Ratio
Tuolumne County Community/Isp School:

15.4
State:

22.8

Tuolumne County Community/Isp School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $264,613
  • Full-time Equivalency Count of Teachers: 3 (Salary Expenditures: $182,592)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $79,020)
  • Full-time Equivalency Count of School Administration Staff: 0.1 (Salary Expenditures: $3,000)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $10,574
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $529,225
  • Salary Expenditures for Teachers: $182,592
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $79,020)
  • Full-time Equivalency Count of School Administration Staff: 0.1 (Salary Expenditures: $3,000)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $10,574

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,439 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: 13

Percentage Standard Met and Above:

15%
California:

48%

Standard Not Met: 85.0%
Standard Nearly Met: 0.0%
Standard Met: 15.0%
Standard Exceeded: 0.0%

All Grades:
85.0%
15.0%

Tuolumne County Community/Isp School - ELA Area Achievement Levels (all grades)

Math students tested: 13
Math students with scores: 13

Percentage Standard Met and Above:

0%
State:

37%

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

All Grades:
100.0%

Tuolumne County Community/Isp School - Math Area Achievement Levels (all grades)


California High School Exit Exam:
Show data for

(State average from 2,318 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:

351
California:

374
Math Percentage Passed:

45%
State:

67%
Math Number Tested: 11
Math Number Passed: 5

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

    67%
    State:

    69%
  • Number Sense:

    57%
    California:

    66%
  • Algebra & Functions:

    53%
    California:

    68%
  • Measurement & Geometry:

    50%
    State:

    62%
  • Algebra 1:

    36%
    State:

    57%

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).

Tuolumne County Community/Isp School - Adequate Yearly Progress status


ELA Participation Rate
Tuolumne County Community/Isp School:

93.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic50
  • American Indian100
  • White100
  • Multirace100
  • SED90
  • With Disabilities80
  • Hispanic: 50% (tested 1 out of 2 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 9 out of 9 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 90% (tested 9 out of 10 enrolled)
  • Students with Disabilities: 80% (tested 4 out of 5 enrolled)

Math Participation Rate
School:

93.0%
State:

96.1%

    Math Participation Rate

  • Hispanic50
  • American Indian100
  • White100
  • Multirace100
  • SED90
  • With Disabilities80
  • Hispanic: 50% (tested 1 out of 2 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 9 out of 9 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 90% (tested 9 out of 10 enrolled)
  • Students with Disabilities: 80% (tested 4 out of 5 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: 1


Total incidents per 1,000 students
School:

95.2
State:

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: 2 (all male)
  • Hispanic: 2
Chronic Student Absenteeism per 1,000 students
School:

95.2
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

  • Hispanic3
  • American Indian16
  • White16
  • Multirace5
School days missed due to out-of-school suspension: 40 (male: 24, female: 16)
  • Hispanic: 3 (all male)
  • American Indian / Alaska Native: 16 (all male)
  • White: 16 (all female)
  • Two or More Races: 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 36

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Tuolumne County Community/Isp School:

1,714.3
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • White: 2

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • American Indian2
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 1,144 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: 1

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • White2
  • Multirace2
9-10th grade student enrollment in Algebra I: 12 (male: 8, female: 4)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
Percent of 9-10th grade students who passed
School:

0.0%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • White2
  • Multirace2
11-12th grade student enrollment in Algebra I: 12 (male: 8, female: 4)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
Percent of 11-12th grade students who passed
Here:

0.0%
California:

62.0%

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

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: 1
Student Enrollment in Biology: 2 (all male)
  • Asian: 2

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