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RJUHSD · Special Education
IEP Details Analysis
A cross-site look at the district's active high-school IEP enrollment — who our students are,
where they learn, the services they receive, the pathways they're on, and how our compliance picture looks —
compared across all eight school sites.
Students with active IEPs across 8 sites
Spend 80%+ of their day in general edClick for SSIDs below 80%
On a diploma-bound graduation planClick for SSIDs not diploma-bound
Transition plan checkboxes marked correctlyClick for SSIDs needing correction
How the district's SWD enrollment is distributed across the eight sites, and where each school sits in the grade-level pipeline.
SWD enrollment by school Counts
Each bar is one school's active IEP enrollment, segmented by grade level. The six comprehensive
high schools carry 630 of the district's 636 site-based students; Adelante (continuation) and Independence
(alternative) each serve 3.
Grade 12+ students are high school students who, because of their disability, remain enrolled beyond four years. They are counted in every figure on this dashboard, on every tab.
Grade-level distribution at each school Counts
Each panel is one school's SWD enrollment broken out by grade level, so you can compare each
site's pipeline shape at a glance. Blue bars are grades 9–12; the red bar is Grade 12+ (students enrolled
beyond four years due to their disability). Bars are scaled within each school.
Largest enrollment
9th-grade share (district)
Grade 12+ students
Small-n caution.
What eligibility categories and support-need levels look like at each site. Disability mix shapes staffing, program design, and master scheduling differently at every school.
Primary disability mix 100% stacked
Share of each school's enrollment by primary eligibility category. District-wide the big four are
Specific Learning Disability (185), Autism (153), Other Health Impairment (103), and Intellectual Disability (69) —
but the balance differs sharply by site.
Two concentrations worth knowing:
English learners on IEPs Dual-identified
Students who are both English learners and students with disabilities need coordinated ELD + SAI
service design. Reclassified (RFEP) students are shown separately — they no longer receive EL services but their
language history still matters for instruction.
Each bar shows the count of current English learners (blue) and reclassified/RFEP students (light) at that school; the figure at the right is the share of the school’s IEP enrollment that is currently EL.
Support-need intensity % Extensive
Share of students coded "Extensive Support Needs" (vs. Mild/Moderate). 37 students district-wide
have no support-needs code in SIRAS and are excluded from the denominator.
Where students actually spend their day (least restrictive environment) and which service-delivery model anchors their IEP — the clearest place where school cultures diverge.
Time in general education Federal LRE bands
Each student's "% of day in regular class," grouped into the three federal reporting bands.
District-wide, of students spend at least 80% of their day in general education.
Means vs. medians.
Primary service-delivery model 100% stacked
The primary Specialized Academic Instruction model on each student's IEP. This is where schools look
most different from one another:
"Sep. class" = Specialized Academic Instruction delivered outside general education. "Other" includes
DHH (deaf/hard-of-hearing) services, counseling, vision, orthopedic and similar primary services.
Service intensity and the supplementary supports written into IEPs. Use the pills to switch metrics — bars re-rank automatically.
Compare schools on any support metric Interactive
All values computed directly from the SIRAS export. Alternative sites (n=3) are flagged and shown last.
Avg services per IEP (district)
The average number of distinct services written into each student’s IEP — how many separate services (specialized academic instruction, speech, counseling, transportation, etc.) the typical student’s plan carries. About five, on average.
Median daily service minutes
About 2½–3 class periods' worth of specialized service per day for the median student.
Behavior plans (BIPs)
Course of study and post-12th-grade transition — the outcomes the rest of the system is building toward.
Course of study mix 100% stacked
Share of each school's enrollment on a Diploma plan vs. a Certificate of Completion vs. Alternate Pathways.
District-wide: 499 diploma (78.5%), 97 certificate (15.3%), 39 alternate pathways (6.1%), 1 not coded.
Reading this fairly. Course-of-study mix tracks each site's program placements, not program quality —
schools hosting moderate/severe or specialized programs naturally carry more certificate and alternate-pathway students.
Woodcreek's 89% diploma share and Roseville's 13 alternate-pathway students both reflect who each campus serves.
Transportation, Grade 12+, & ESY Related supports
Specialized transportation is an IEP-written related service that often accompanies specialized
program placement; Grade 12+ students are high schoolers who, because of their disability, remain enrolled beyond
four years; Extended School Year (ESY) provides services beyond the regular school year for students who need
them to receive FAPE.
Timeline health, parent participation, and the headlines worth carrying into site conversations.
Compliance snapshot As of 6/4/2026
Annual IEPs are due within 365 days of the last IEP; reevaluations within three years. Counts below are
students currently past those windows, plus transition-plan checkbox accuracy (all 8 boxes), parent participation at the most recent IEP, and Medi-Cal billing consent on file. Click any red overdue count to view, print, or download the SSIDs behind it.
Transition-plan checkbox compliance (columns X–AE). The eight Transition Plan
checkboxes on each IEP must be marked correctly 100% of the time: checkboxes 1–7 (columns X–AD) must read
"Yes" and checkbox 8 (column AE) must read "N/A". Result: 636 of 636 students (100%) at all
eight school sites are marked correctly — every checkbox, every student. Every IEP in the full export — including NPS/county placements outside these
sites — is checked, and any record that fails the rule is listed below by SSID so staff can correct it immediately.
Column AJ records whether permission to bill Medi-Cal has been obtained ("Y" = yes, "N" = no);
column V records whether parent input was obtained during the IEP meeting process and must read "Yes" —
any other response is noncompliant. The table covers the eight school sites; the SSID lists below also include
NPS/county placements so every record in the export can be corrected. The noncompliant column combines the records marked "N" with the records where no response
was recorded (blank) — both groups lack billing permission on file, and the SSID list flags which is which. Red counts in the Medi-Cal and parent-input columns are clickable for that school's SSID list.
Six takeaways Grounded in this export
How RJUHSD students with disabilities have performed on state CAASPP testing in ELA and Math — district-level results from the California School Dashboard, separate from the SIRAS export used elsewhere.
CAASPP results — students with disabilities CDE / CA School Dashboard
Percent of RJUHSD students meeting or exceeding standard on the CAASPP Smarter Balanced
assessments (tested in grade 11), district-wide, for the Students with Disabilities subgroup, with all-students
results shown for context. Figures are from official RJUHSD LCAP reporting of California School Dashboard data —
they are not derived from the SIRAS export.
Students with Disabilities All students (context)
English Language Arts
2020–21
17.9%
2021–22
21.7%
2022–23
17.8%
67% all students
2023–24
7%
61% all students
2024–25
18.2%
Mathematics
2020–21
10.7%
34% all students
2021–22
4.3%
33% all students
2022–23
4.3%
36% all students
2023–24
3%
36% all students
2024–25
8.2%
Test year
SWD — ELA
All students — ELA
SWD — Math
All students — Math
2020–21
17.9%
—
10.7%
34%
2021–22
21.7%
—
4.3%
33%
2022–23
17.8%
67%
4.3%
36%
2023–24
7%
61%
3%
36%
2024–25
18.2%
—
8.2%
—
What the five-year trend shows. ELA: 17.9% → 21.7% → 17.8% → 7% → 18.2%
— rates held in the 17–22% band for three years, dropped sharply to 7% in 2023–24, then recovered in
2024–25 to 18.2%, back in line with the earlier years. Math: 10.7% → 4.3% → 4.3% → 3% → 8.2%
— a decline from the 2020–21 high, a low of 3% in 2023–24, then a 2024–25 rebound to 8.2%, the
strongest math result since 2020–21. District reporting ties the response to expanded co-teaching, targeted
math support, and interim assessments; over the 2023–2024 Dashboard span the SWD graduation rate rose from
66% to 78%.
Sources: District staff (all SWD percentages, from CAASPP reporting, 6/5/2026); RJUHSD 2024-25 LCAP and 2025-26 LCAP,
both published at rjuhsd.us; CDE News Release, October 2025 (2024-25 statewide CAASPP results). CAASPP percentages combine
Smarter Balanced and California Alternate Assessment results for grade 11. This page reports CDE accountability data and is
independent of the de-identified SIRAS caseload export used on the other tabs.
Year-over-year change. Pick a comparison year in the toolbar above ("Compare to …") to see how each school has moved since then.
Compare years Δ vs. selected year
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