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Ventura County Special Education School in Camarillo, 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 1
Address
 5189 Verdugo Way
Camarillo, CA 93012
Telephone
(805) 383-1924
(make sure to verify first before calling)
Website
http://www.vcoe.org
City-data.com school rating
1
Students
576
Classroom Teachers (FTE)
71.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
256
Reduced-price lunch
eligible students
41
School district
Ventura 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

Ratings

This school rating compared to other nearby schools ratings:
La Mariposa (1.5 miles):

92
Rancho Campana High (2.3 miles):

91
Las Colinas Middle (1.5 miles):

82
Tierra Linda Elementary (1.2 miles):

80
Adolfo Camarillo High (0.6 miles):

74
Rancho Rosal Elementary (1.3 miles):

63
Dos Caminos Elementary (2.1 miles):

51
University Preparation Charter School at CSU Channel Islands (1.8 miles):

46
Ventura County Special Education School:

1
Ventura County Special Education School rating compared to average state, county and city schools ratings:
California:

46
Ventura County:

47
Camarillo:

58
Ventura County Special Education:

1

Students & Teachers


Total enrollment:
Enrollment in 2016: 576
Enrollment in 2015: 546
Enrollment in 2014: 525
Enrollment in 2013: 501
Enrollment in 2012: 497
Enrollment in 2011: 427
Enrollment in 2010: 427
Enrollment in 2009: 436
Enrollment in 2008: 401
Enrollment in 2007: 391
Enrollment in 2006: 456
Enrollment in 2005: 392
Enrollment in 2004: 360
Enrollment in 2003: 302
Enrollment in 2002: 344
Enrollment in 2001: 317
Enrollment in 2000: 358
Enrollment in 1999: 342

Ventura 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 students3233283432474647562636364281576
Female students98111551615121449151837188
Male students2325171927313135422227212444388
American Indian/Alaska Native students - - 1 - - - - - - - - 1 - - 2
Asian students1421212143115735
Hispanic students202317222030252729101491831295
Black students - - 121 - 322 - - 1 - 214
White students83669131517191121201838204
Hawaiian Native/Pacific Islander students - - - 1 - - - - - - - - - - 1
Two or More Races students3312 - 31 - 22 - 41325

Enrollment by grade:
Kindergarten enrollment: 32
1st grade enrollment: 33
2nd grade enrollment: 28
3rd grade enrollment: 34
4th grade enrollment: 32
5th grade enrollment: 47
6th grade enrollment: 46
7th grade enrollment: 47
8th grade enrollment: 56
9th grade enrollment: 26
10th grade enrollment: 36
11th grade enrollment: 36
12th grade enrollment: 42
Ungraded enrollment: 81

Ventura County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 188 (32.6%)
Ventura County Special Education School:

32.6%
California:

49.4%
Male enrollment: 388 (67.4%)
Ventura County Special Education School:

67.4%
California:

49.6%

Ventura County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Ventura County Special Education School:

0.3%
State:

1.0%
Asian enrollment: 35 (6.1%)
School:

6.1%
California:

9.4%
Hispanic enrollment: 295 (51.2%)
Here:

51.2%
California:

46.0%
Black enrollment: 14 (2.4%)
Here:

2.4%
State:

6.1%
White enrollment: 204 (35.4%)
Here:

35.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
School:

0.2%
California:

0.6%
Two or More Races enrollment: 25 (4.3%)
Here:

4.3%
State:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 297 (51.6%)
Here:

51.6%
State:

61.2%
Free lunch eligible students: 256 (44.4%)
Ventura County Special Education School:

44.4%
California:

52.8%
Reduced-price lunch eligible students: 41 (7.1%)
Ventura County Special Education School:

7.1%
California:

8.6%

Ventura County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 71.6

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 0.2
Number of FTE teachers who were absent more than 10 school days during the school years: 19
Number of FTE nurses: 10
Number of FTE psychologists: 7.8

Student/Teacher Ratio
Ventura County Special Education School:

8.0
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $24,837,162
  • Full-time Equivalency Count of Teachers: 86.3 (Salary Expenditures: $9,698,557)
  • Full-time Equivalency Count of Instructional Aides: 199.2 (Salary Expenditures: $10,494,803)
  • Full-time Equivalency Count of Support Services Staff: 21 (Salary Expenditures: $2,446,004)
  • Full-time Equivalency Count of School Administration Staff: 20.5 (Salary Expenditures: $2,197,797)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $4,352,643
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $24,968,887
  • Salary Expenditures for Teachers: $9,698,557
  • Full-time Equivalency Count of Instructional Aides: 201.7 (Salary Expenditures: $10,626,528)
  • Full-time Equivalency Count of Support Services Staff: 21 (Salary Expenditures: $2,446,004)
  • Full-time Equivalency Count of School Administration Staff: 20.5 (Salary Expenditures: $2,197,797)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $4,362,784

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 88 (male: 62, female: 26)
  • Hispanic: 88 (male: 62, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 88 (male: 62, female: 26)

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

  • Hispanic263
  • Asian29
  • Black11
  • White164
  • Multirace101
  • LEP89
Students with disabilities served under IDEA: 568 (male: 383, female: 185)
  • Hispanic: 263 (male: 184, female: 79)
  • Asian: 29 (male: 22, female: 7)
  • Black: 11 (male: 7, female: 4)
  • White: 164 (male: 115, female: 49)
  • Two or More Races: 101 (male: 55, female: 46)
  • Limited English Proficiency (LEP): 89 (male: 64, female: 25)

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 Standard Met and Above

  • All3%
  • Males2%
  • Females6%
ELA students tested: 77
ELA students with scores: 75

Percentage Standard Met and Above:

3%
State:

49%

Standard Not Met: 84.0%
Standard Nearly Met: 13.3%
Standard Met: 2.7%
Standard Exceeded: 0.0%

All Grades:
84.0%
13.3%
2.7%
6th Grade: (Mean Scale Score: 2341.1, Students tested: 13, Standard Not Met: 92.3%, Nearly Met: 0.0%, Met: 7.7%, Exceeded: 0.0%)
92.3%
7.7%
7th Grade: (Mean Scale Score: 2386.7, Students tested: 19, Standard Not Met: 89.5%, Nearly Met: 10.5%, Met: 0.0%, Exceeded: 0.0%)
89.5%
10.5%
8th Grade: (Mean Scale Score: 2420.5, Students tested: 13, Standard Not Met: 76.9%, Nearly Met: 23.1%, Met: 0.0%, Exceeded: 0.0%)
76.9%
23.1%

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

Math students tested: 77
Math students with scores: 77

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 88.3%
Standard Nearly Met: 11.7%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
88.3%
11.7%
6th Grade: (Mean Scale Score: 2323.7, Students tested: 14, Standard Not Met: 85.7%, Nearly Met: 14.3%, Met: 0.0%, Exceeded: 0.0%)
85.7%
14.3%
7th Grade: (Mean Scale Score: 2357.3, Students tested: 19, Standard Not Met: 89.5%, Nearly Met: 10.5%, Met: 0.0%, Exceeded: 0.0%)
89.5%
10.5%
8th Grade: (Mean Scale Score: 2368.9, Students tested: 13, Standard Not Met: 92.3%, Nearly Met: 7.7%, Met: 0.0%, Exceeded: 0.0%)
92.3%
7.7%

Ventura 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

  • All5%
  • Males7%
  • Females1%
  • Hispanic6%
  • White15%
ELA students tested: 210
ELA students with scores: 210

Percentage Level 3:

5%
California:

15%

Level 1: 72.9% The student showed limited understanding of core concepts.
Level 2: 21.9% The student showed foundational understanding of core concepts.
Level 3: 5.2% The student showed understanding of core concepts.

All Grades:
72.9%
21.9%
5.2%
3rd Grade: (Mean Scale Score: 325.6, Students tested: 23, Level1: 87.0%, Level 2: 8.7%, Level 3: 4.3%)
87.0%
8.7%
4.3%
4th Grade: (Mean Scale Score: 423.5, Students tested: 30, Level1: 80.0%, Level 2: 10.0%, Level 3: 10.0%)
80.0%
10.0%
10.0%
5th Grade: (Mean Scale Score: 529.2, Students tested: 29, Level1: 69.0%, Level 2: 31.0%, Level 3: 0.0%)
69.0%
31.0%
6th Grade: (Mean Scale Score: 628.1, Students tested: 34, Level1: 82.3%, Level 2: 14.7%, Level 3: 2.9%)
82.3%
14.7%
2.9%
7th Grade: (Mean Scale Score: 726.1, Students tested: 36, Level1: 83.3%, Level 2: 11.1%, Level 3: 5.6%)
83.3%
11.1%
5.6%
8th Grade: (Mean Scale Score: 834.0, Students tested: 33, Level1: 63.6%, Level 2: 30.3%, Level 3: 6.1%)
63.6%
30.3%
6.1%
11th Grade: (Mean Scale Score: 944.4, Students tested: 25, Level1: 40.0%, Level 2: 52.0%, Level 3: 8.0%)
40.0%
52.0%
8.0%
Math students tested: 211
Math students with scores: 211

Percentage Level 3:

0%
State:

6%

Level 1: 82.9% The student showed limited understanding of core concepts.
Level 2: 16.6% The student showed foundational understanding of core concepts.
Level 3: 0.5% The student showed understanding of core concepts.

All Grades:
82.9%
16.6%
0.5%
3rd Grade: (Mean Scale Score: 318.8, Students tested: 24, Level1: 87.5%, Level 2: 12.5%, Level 3: 0.0%)
87.5%
12.5%
4th Grade: (Mean Scale Score: 417.0, Students tested: 30, Level1: 80.0%, Level 2: 16.7%, Level 3: 3.3%)
80.0%
16.7%
3.3%
5th Grade: (Mean Scale Score: 527.8, Students tested: 29, Level1: 69.0%, Level 2: 31.0%, Level 3: 0.0%)
69.0%
31.0%
6th Grade: (Mean Scale Score: 626.9, Students tested: 34, Level1: 85.3%, Level 2: 14.7%, Level 3: 0.0%)
85.3%
14.7%
7th Grade: (Mean Scale Score: 720.0, Students tested: 36, Level1: 88.9%, Level 2: 11.1%, Level 3: 0.0%)
88.9%
11.1%
8th Grade: (Mean Scale Score: 825.7, Students tested: 33, Level1: 87.9%, Level 2: 12.1%, Level 3: 0.0%)
87.9%
12.1%
11th Grade: (Mean Scale Score: 935.8, Students tested: 25, Level1: 80.0%, Level 2: 20.0%, Level 3: 0.0%)
80.0%
20.0%

Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

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.

CST Science students tested: 11
CST Science students with scores: 11

Percentage At Or Above Proficient:

9%
California:

54%

Percentage Far Below Basic: 46.0% 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: 9.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 283.4, Students tested: 11, Far Below Basic: 46.0%, Below Basic: 36.0%, Basic: 9.0%, Proficient: 0.0%, Advanced: 9.0%)
46.0%
36.0%
9.0%
9.0%
CAPA Science students tested: 75
CAPA Science students with scores: 75

Percentage At Or Above Proficient:

83%
State:

67%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 13.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 20.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 63.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 42.9, Students tested: 75, Far Below Basic: 0.0%, Below Basic: 4.0%, Basic: 13.0%, Proficient: 20.0%, Advanced: 63.0%)
4.0%
13.0%
20.0%
63.0%
CMA Science students tested: 12
CMA Science students with scores: 11

Percentage At Or Above Proficient:

27%
California:

38%

Percentage Far Below Basic: 28.0% 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: 9.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 9.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 18.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 294.5, Students tested: 12, Far Below Basic: 28.0%, Below Basic: 36.0%, Basic: 9.0%, Proficient: 9.0%, Advanced: 18.0%)
28.0%
36.0%
9.0%
9.0%
18.0%

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.

Ventura County Special Education School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

Math Mean Scale Score:

325
State:

374
Math Percentage Passed:

13%
California:

68%
Math Number Tested: 46
Math Number Passed: 6

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

    48%
    California:

    69%
  • Number Sense:

    43%
    State:

    65%
  • Algebra & Functions:

    39%
    State:

    68%
  • Measurement & Geometry:

    31%
    California:

    64%
  • Algebra 1:

    25%
    State:

    58%
ELA Mean Scale Score:

321
California:

370
ELA Percentage Passed:

19%
California:

68%
ELA Number Tested: 47
ELA Number Passed: 9

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

    49%
    State:

    76%
  • Reading - Reading Comprehension:

    45%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    52%
    State:

    75%
  • Writing - Writing Strategies:

    37%
    State:

    64%
  • Writing - Writing Conventions:

    46%
    California:

    69%

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: 31, Needs Improvement - High Risk: 19.4%, Needs Improvement: 80.6%, Healthy Fitness Zone: 0.0%)
19.4%
80.6%
7th grade: (Students tested: 49, Needs Improvement - High Risk: 20.4%, Needs Improvement: 75.5%, Healthy Fitness Zone: 4.1%)
20.4%
75.5%
4.1%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 9.7%, Needs Improvement: 80.6%, Healthy Fitness Zone: 9.7%)
9.7%
80.6%
9.7%
Body Composition:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 67.7%, Needs Improvement: 22.6%, Healthy Fitness Zone: 9.7%)
67.7%
22.6%
9.7%
7th grade: (Students tested: 49, Needs Improvement - High Risk: 63.3%, Needs Improvement: 24.5%, Healthy Fitness Zone: 12.2%)
63.3%
24.5%
12.2%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 38.7%, Needs Improvement: 22.6%, Healthy Fitness Zone: 38.7%)
38.7%
22.6%
38.7%
Abdominal Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 9.7%, Needs Improvement: 90.3%, Healthy Fitness Zone: 0.0%)
9.7%
90.3%
7th grade: (Students tested: 49, Needs Improvement - High Risk: 12.2%, Needs Improvement: 87.8%, Healthy Fitness Zone: 0.0%)
12.2%
87.8%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 9.7%, Needs Improvement: 90.3%, Healthy Fitness Zone: 0.0%)
9.7%
90.3%
Trunk Extension Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 29.0%, Needs Improvement: 71.0%, Healthy Fitness Zone: 0.0%)
29.0%
71.0%
7th grade: (Students tested: 49, Needs Improvement - High Risk: 32.7%, Needs Improvement: 67.3%, Healthy Fitness Zone: 0.0%)
32.7%
67.3%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 29.0%, Needs Improvement: 71.0%, Healthy Fitness Zone: 0.0%)
29.0%
71.0%
Upper Body Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 16.1%, Needs Improvement: 83.9%, Healthy Fitness Zone: 0.0%)
16.1%
83.9%
7th grade: (Students tested: 49, Needs Improvement - High Risk: 10.2%, Needs Improvement: 89.8%, Healthy Fitness Zone: 0.0%)
10.2%
89.8%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 9.7%, Needs Improvement: 90.3%, Healthy Fitness Zone: 0.0%)
9.7%
90.3%
Flexibility:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 16.1%, Needs Improvement: 83.9%, Healthy Fitness Zone: 0.0%)
16.1%
83.9%
7th grade: (Students tested: 49, Needs Improvement - High Risk: 32.7%, Needs Improvement: 67.3%, Healthy Fitness Zone: 0.0%)
32.7%
67.3%
9th grade: (Students tested: 31, Needs Improvement - High Risk: 35.5%, Needs Improvement: 64.5%, Healthy Fitness Zone: 0.0%)
35.5%
64.5%

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).

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

All Grades:
Student Count: 107
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).

Ventura County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
School:

82.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic83
  • American Indian100
  • Asian100
  • Black50
  • White85
  • SED80
  • LEP80
  • With Disabilities82
  • Hispanic: 83% (tested 32 out of 39 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • Black: 50% (tested 2 out of 4 enrolled)
  • White: 85% (tested 32 out of 38 enrolled)
  • Socioeconomic Disadvantaged: 80% (tested 44 out of 55 enrolled)
  • English Learners: 80% (tested 16 out of 20 enrolled)
  • Students with Disabilities: 82% (tested 69 out of 85 enrolled)

Math Participation Rate
School:

82.0%
State:

96.1%

    Math Participation Rate

  • Hispanic88
  • American Indian100
  • Asian100
  • Black50
  • White79
  • SED80
  • LEP85
  • With Disabilities82
  • Hispanic: 88% (tested 34 out of 39 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • Black: 50% (tested 2 out of 4 enrolled)
  • White: 79% (tested 30 out of 38 enrolled)
  • Socioeconomic Disadvantaged: 80% (tested 44 out of 55 enrolled)
  • English Learners: 85% (tested 17 out of 20 enrolled)
  • Students with Disabilities: 82% (tested 69 out of 85 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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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 robbery with a firearm or explosive device: 2

Incidents of physical attack or fight without a weapon: 2

Incidents of threats of physical attack without a weapon: 72


Total incidents per 1,000 students
School:

131.9
State:

60.8

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.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

1.7
State:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Hispanic: 2


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: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

10.4
State:

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).
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: 2 (all male)
  • White: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 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: 8

7-8th grade student enrollment in Algebra I: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 7-8th grade students who passed
Here:

0.0%
California:

83.6%

    9-10th grade student enrollment in Algebra I

  • Hispanic7
  • Asian2
  • White10
  • IDEA19
9-10th grade student enrollment in Algebra I: 19 (male: 13, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
9-10th grade studenst who passed Algebra I: 11 (all male)
  • Hispanic: 4
  • White: 7
  • Individuals With Disabilities Education Act (IDEA): 13
Percent of 9-10th grade students who passed
Ventura County Special Education School:

57.9%
California:

65.4%

    11-12th grade student enrollment in Algebra I

  • Hispanic7
  • Asian2
  • Black2
  • White10
  • IDEA19
11-12th grade student enrollment in Algebra I: 21 (male: 12, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
11-12th studenst who passed Algebra I: 12 (male: 8, female: 4)
  • Hispanic: 4 (all male)
  • White: 8 (male: 4, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 17 (male: 10, female: 7)
Percent of 11-12th grade students who passed
School:

57.1%
California:

62.4%

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: 2


Student Enrollment in Algebra II: 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: 2
Number of Biology classes taught by certified teachers: 2

    Student Enrollment in Biology

  • Hispanic7
  • Asian2
  • White7
  • Multirace2
  • IDEA13
Student Enrollment in Biology: 18 (male: 14, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

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