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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

Print school report:

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. Adelante and Independence each have only 3 students with IEPs in this export. Their percentages on later tabs are shown for completeness but a single student moves any rate by ±33 points — read those rows as counts, not trends.

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: Woodcreek serves 26 of the district's 41 students with Emotional Disability (63%), and West Park's largest category is Autism — 39 students, more than any other site and 37% of its enrollment.

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.

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, 70.6% of students spend at least 80% of their day in general education.

Means vs. medians. The median student at every comprehensive site spends 94–98% of the day in general ed, while site means run 80–87%. That gap means inclusion is bimodal: most students are nearly fully included, and a smaller group in specialized programs spends much of the day in separate classes. West Park has the largest <40% group (11 students), consistent with hosting specialized programs.

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: Antelope leads with co-teaching (49% of its enrollment), Oakmont and Woodcreek lean on small-group separate-class SAI, and Roseville and West Park rely most on large-group separate classes.

"Sep. class" = Specialized Academic Instruction delivered outside general education. "Other" includes 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)

Each student's IEP carries about five distinct services 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. The export's separate "compliance concerns" flag is likewise clear for all 636. Every IEP in the full export — including the 21 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.

Medi-Cal billing permission & parent input Correction lists

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

Inclusion is the norm — but it's bimodal.

70.6% of students spend 80%+ of the day in general ed and the median student at every comprehensive site is at 94–98%. The students below 40% (17 district-wide, 11 of them at West Park) sit in specialized programs and deserve their own conversation, separate from site averages.

Each school has a distinct service-delivery identity.

Antelope anchors nearly half its enrollment in co-teaching (49%); Oakmont (58%) and Woodcreek (48%) lean on small-group separate-class SAI; Roseville (45%) and West Park (35%) use large-group separate classes most. Cross-site PD and scheduling supports should meet each model where it is.

Disability mix is not interchangeable across sites.

Woodcreek serves 63% of the district's Emotional Disability students (26 of 41); West Park's largest group is Autism (39 students). Counseling and mental-health capacity at Woodcreek and autism-specific supports at West Park are where need concentrates.

Roseville carries the highest support intensity.

39% of RHS students with a support-needs code are "Extensive" (37 of 94) — the highest comprehensive-site share — alongside the district's highest average services per IEP (5.7) and 13 alternate-pathway students.

Compliance is strong, with one watch item.

Only 7 annual IEPs and 2 reevaluations district-wide are past due, parents participated in 99.1% of most recent IEPs, and all 8 transition-plan checkboxes (columns X–AE) are marked correctly for 100% of the 636 site-based students. Four of the seven overdue annuals are at West Park — worth a quick case-manager check.

Treat Adelante and Independence as students, not statistics.

With 3 IEPs each, their rates are noise. The actionable fact is that students with disabilities at alternative sites are few — confirming their IEP services follow them there matters more than any percentage on this dashboard.

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

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

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.