School Accountability Report Card

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School Accountability Report Card
School Year 2001-2002

School Information		District Information
School Name	Cottonwood Elementary	District Name	Hemet Unified
Principal	Beatriz Ramirez	Superintendent	Dr. Stephen C. Teele
Street	44260 Sage Road	Street	2350 W. Latham Ave.
City, State, Zip	Aguanga, CA 92536-9696	City, State, Zip	Hemet, CA 92545-3632
Phone Number	(951) 767-3870	Phone Number	(951) 765-5100
FAX Number	(951) 767-3877	FAX Number	(951) 765-5115
Web Site		Web Site	www.hemetusd.k12.ca.us
Email Address	bramirez@hemetusd.k12.ca.us	Email Address	ljoyce@hemetusd.k12.ca.us
Enrollment	267	SARC Contact	Linda Joyce
Grades Served	K-8

School Description and Mission Statement

Cottonwood School students are fortunate, not only in the quality of the instructional programs provided by the staff, but in the community commitment that augments and supports the school. Cottonwood School enjoys partnerships with Sundance Meadows, Sunny Hills Towing, SKP Resorts, the Hemet Masonic Lodge and the Cottonwood Country Council. These organizations provide positive recognition awards and support throughout the year.

Cottonwood School’s middle school belongs to the Inter-Mountain League and participates in its athletic and academic events. Cottonwood School athletes have returned with a number of place trophies from each of the tournaments that it has participated.

Each year ten students are selected to participate in the Academic Decathlon competition held in Julian. During their lunch periods and before school, the team meets to practice for the event held in March. The students compete in English language arts, mathematics, social studies, science, and current events. During the 1999-2000 competition, Cottonwood won first place in mathematics and current events, second place in social studies and science, and tied for third in language arts. These victories allowed the team to bring back the Championship Trophy. The team and their coach were recognized at a regular meeting of the Hemet Unified School District Board of Trustees. In March 2001, the team placed second in the Academic Decathlon competition.

Cottonwood School is located in the rural community of Aguanga, California. It is 25 miles south of Hemet and 16 miles east of Temecula. Two hundred and seventy-one (271) students are enrolled at Cottonwood in grades kindergarten through eighth. It also houses a State Preschool/Headstart classroom. Cottonwood is one of 20 schools in the Hemet Unified School District.

Opportunities for Parental Involvement

Contact Person Name	Beatriz Ramirez	Contact Person Phone Number	(951) 767-3870
The site addresses the six areas of parent involvement through their comprehensive school plan. For more information, contact the site principal.

I. Demographic Information

Student Enrollment
The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	4	1.5	Hispanic or Latino	82	30.7
American Indian or Alaska Native	6	2.2	Pacific Islander	0	0.0
Asian-American	2	0.7	White (Not Hispanic)	173	64.8
Filipino-American	0	0.0	Other	0	0.0

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	September 2001	Date Last Reviewed with Staff	September 2001
The School Site Council reviews and approves a comprehensive safe school plan including data regarding school crime, safe school procedures and compliance with laws including (1) child abuse reporting, (2) disaster response, (3) suspension and expulsion policies, (4) notification of teachers of dangerous pupils, (5) sexual harassment, (6) schoolwide dress codes prohibiting gang-related apparel, (7) procedures for safe ingress and egress from school, (8) procedures to ensure a safe and orderly environment conducive to learning, and (9) rules and procedures on school discipline adopted pursuant to Ed Code Sections 35291 and 35291.5. A copy of the plan is available for inspection by the public at each school.

School Programs and Practices that Promote a Positive Learning Environment

Cottonwood School provides a disciplined, stimulating learning climate for students. Programs promoting a positive learning environment are in place and they serve to inform parents of classroom goals, expectations, homework policy, and the discipline plan. Daily or weekly progress reports are frequently sent home as a means of informing parents if their students are not meeting expected achievement or behavior goals. A merit system in the middle school encourages good behavior. PeaceBuilders, a positive behavior recognition program, has been implemented.

Outstanding citizenship, school spirit and scholarship are recognized and rewarded at monthly assemblies. Students who achieve perfect attendance, outstanding academic achievement, and physical education standouts are recognized at each trimester.

Suspensions and Expulsions
The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

	School			District
	1999	2000	2001	1999	2000	2001
Suspensions (number)	13	18	26	2,558	2,804	3,182
Suspensions (rate)	.05	.08	.10	24%	22%	27%
Expulsions (number)	0	0	1	50	55	103
Expulsions (rate)	0	0	.004	.02	.02	.03

School Facilities

Cottonwood School provides a safe, clean environment for learning. Students are well supervised before school, during recesses, lunch periods, and bus boarding after school. Fire drills are planned and held as required. It has a disaster preparedness plan for emergencies. The school first opened in 1897. Cottonwood was the last one-room schoolhouse in Riverside County (1975). The new facility, consisting of 10 classrooms, an office complex, a multi-purpose room, and a full kitchen, opened in April 1989. Currently, Cottonwood School has an additional seven relocatable classrooms. These rooms house the computer lab, the library, speech services, counseling services, instrumental music instruction, the physical education program, and grades six through eight.

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only).

California Standards Tests (CST)
The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient of Advanced level have met state standards in that content area.

English Language Arts (ELA)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
2	---	---	52	---	---	27	---	---	32
3	---	---	15	---	---	27	---	---	30
4	---	---	33	---	---	30	---	---	33
5	---	---	34	---	---	22	---	---	28
6	---	---	33	---	---	26	---	---	31
7	---	---	10	---	---	26	---	---	32
8	---	---	36	---	---	30	---	---	32
9	---	---		---	---	29	---	---	28
10	---	---		---	---	30	---	---	31
11	---	---		---	---	29	---	---	29

ELA Subgroups (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	45	57	0	55	44	0
3	28	0	0	17	11	0
4	34	32	0	34	30	36
5	38	0	0	34	17	0
6	31	36	0	35	32	36
7	9	0	0	13	9	0
8	0	44	0	36	0	47

ELA Racial/Ethnic Groups (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

No data is available for this section

Stanford 9
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels.

Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
2	50	63	71	46	50	49	44	49	51
3	33	65	32	43	49	48	41	44	46
4	57	41	65	44	46	49	41	45	47
5	46	71	50	41	49	45	42	44	45
6	48	45	70	45	38	46	44	46	47
7	47	55	47	45	47	43	44	46	48
8	45	53	60	51	49	49	47	49	50
9				37	37	36	34	35	35
10				33	37	34	33	34	34
11				37	38	40	35	36	37

Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
2	70	80	79	58	61	61	49	57	58
3	41	63	43	48	68	65	48	56	59
4	48	37	71	47	51	59	44	51	54
5	46	81	71	45	51	55	45	50	54
6	57	40	67	53	51	53	50	55	57
7	35	55	37	46	46	45	45	48	50
8	42	40	64	46	52	49	45	48	49
9				49	53	53	48	51	51
10				39	47	42	44	46	45
11				43	48	41	45	47	46

Stanford 9 Subgroups (More than 10 Students Per Grade Level with Test Results)

Stanford 9 Subgroups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	73	69		74	59
3	36	29		39	26
4	67	63		69	57	82
5	50			50	38
6	75	64		77	68	73
7	36			60
8		69		60		65

Stanford 9 Subgroups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	82	77		78	76
3	46	40		43	37
4	80	63		72	61	91
5	64			71	62
6	88	43		65	63	73
7	36			40
8		69		64		71

Stanford 9 Racial/Ethnic Groups (More than 10 Students Per Grade Level with Test Results)

Stanford 9 Racial/Ethnic Groups - Reading
Percentage of students scoring at or above the 50th percentile

No data is available for this section

Stanford 9 Racial/Ethnic Groups - Mathematics
Percentage of students scoring at or above the 50th percentile

No data is available for this section

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards)
Note: To protect confidentiality scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
Grade Level	Total	Female	Male	Total	Female	Male	Total	Female	Male
5	34.6	18.2	46.7	33.0	29.2	36.9	21.3	21.9	20.9
7	55.0		54.5	45.9	47.3	44.5	24.9	25.8	24.3
9				29.5	22.7	36.1	22.6	20.3	24.9

SAT I
The SAT I Reasoning Test, formerly known as the Scholastic Assessment Test, is one of the tests available from The College Board that students voluntarily take for college entrance. The SAT I is designed to assess many of the skills that are important to a student's success in college. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation.

No data is available for this section

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).
Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/ or by speaking with the school principal

School Wide API

	API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested	100	98		Percentage Tested	98	99	---
Base API Score	625	696		Growth API Score	696	708	---
Growth Target	9	5		Actual Growth	71	12	---
Statewide Rank	5	6		Eligible for Awards	Yes	No	---
Similar Schools Rank	9	9		Eligible for II/USP			---

API Subgroups - Racial/Ethnic Groups

	API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
African-American				African-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
American Indian or Alaska Native				American Indian or Alaska Native
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Asian-American				Asian-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Filipino-American				Filipino-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Hispanic or Latino				Hispanic or Latino
Base API Score		668		Growth API Score		669	---
Growth Target		4		Actual Growth		1	---
Pacific Islander				African-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
White (Not Hispanic)				White (Not Hispanic)
Base API Score	624	715		Growth API Score	715	727	---
Growth Target	7	4		Actual Growth	91	12	---

API Subgroups - Socioeconomically Disadvantaged

	API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Base API Score	571	642		Growth API Score	642	664	---
Growth Target	7	4		Actual Growth	71	22	---

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2004, students in California public schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.

The instruction in the core curriculum in language arts and math begins in grade 4.

Dropout Rate and Graduation Rate
Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rate is (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100. Graduation rate data will be reported after the California State Board of Education approves a graduation rate formula.

No data is available for this section

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms for each range of students, by grade level as reported by CBEDS.

Grade	1999				2000				2001
Grade	Avg	1-20	21-32	33+	Avg	1-20	21-32	33+	Avg	1-20	21-32	33+
K	17.0	1	0	0	33.0	0	0	1	21.0	0	1	0
1	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0
2	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0
3	20.0	1	0	0	20.0	1	0	0	20.0	1	0	0
4	24.0	0	1	0	24.0	0	1	0	31.0	0	1	0
5	26.0	0	1	0	27.0	0	1	0	26.0	0	1	0
6	32.0	0	1	0	0.0	0	0	0	0.0	0	0	0
K-3	17.8	4	0	0	19.3	3	0	0	19.3	4	0	0
3-4	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0
4-8	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0
Other	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area as reported by CBEDS.

Subject	1999				2000				2001
Subject	Avg	1-22	23-32	33+	Avg	1-22	23-32	33+	Avg	1-22	23-32	33+
English	0.0	0	0	0	29.0	0	2	0	80.0	0	0	1
Mathematics	0.0	0	0	0	18.0	2	0	0	23.0	1	1	0
Science	0.0	0	0	0	29.0	0	2	0	84.0	0	0	1
Social Science	0.0	0	0	0	29.0	0	2	0	84.0	0	0	1

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.

Grade Level	Percentage of Pupils Participating
Grade Level	1999	2000	2001
K	100%	100%	100%
1	100%	100%	100%
2	100%	100%	100%
3	100%	100%	100%

VI. Teacher and Staff Information

Teacher Credential Information
Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

	1999	2000	2001
Total Number of Teachers	14	13	14
Full Credential (fully credentialed and teaching in subject area)	14	13	14
Teaching Outside Subject Area (fully credentialed but teaching outside subject area)	0	0	0
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)	0	0	0
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	0

Teacher Evaluations

The Principal who has been identified as qualified to evaluate by the Governing Board, evaluate teachers at Cottonwood School on a regular basis. The Evaluation process is based on the California Standards for the Teaching Profession, which includes monitoring the progress of students toward the District’s standards of achievement, instructional techniques and strategies used by the employee, adherence to curricular objectives, and establishment and maintenance of a suitable learning environment. Tenured teachers are evaluated at least once every two years and probationary (new) teachers are evaluated annually.

Substitute Teachers

All substitute teachers hold the appropriate California credential as required by the Commission on Teacher Credentialing. They are required to have a Bachelors Degree and pass the California Basic Skills Test (CBEST). Due to the shortage of substitute teachers, Hemet Unified School District must constantly recruit qualified substitutes. When there are an insufficient number of substitutes available, site administrators and certificated staff members are asked to cover the classes.

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

Title	FTE
Counselor	0.50
Librarian	0.00
Psychologist	0.00
Social Worker	0.00
Nurse	0.00
Speech/Language/Hearing Specialist	0.00
Resource Specialist (non-teaching)	0.00
Other	0.00

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors.

Number of Academic Counselors (FTE)	Ratio of Pupils per Academic Counselor
0.50	534.00

VII. Curriculum and Instruction

School Instruction and Leadership

The core curriculum is clearly defined in the Hemet Unified School District’s adopted standards of achievement. The staff reviews curriculum standards and framework guidelines as part of the Program Quality Review process. The curriculum standards and skills are taught in all programs, Special Education, school-wide categorical, English language development and regular programs. Specialists in physical education and instrumental music teach the respective subjects.

The staff is afforded many opportunities for leadership roles and serves on a variety of school and District level committees. The staff and parents serve as members of the School Site Council. The staff is assigned collateral duties and takes leadership roles in such areas as Student Study Teams, middle school activities, and school-wide activities.

Professional Development

The District offers continuing education opportunities to teachers on new textbook adoptions, strategies to increase learning and other staff development. Cottonwood teachers participated in the “Best Practices” class offered by the District. All staff members have participated in some aspect of skill improvement.

Staff Development Days

1998-99	0
1999-00	2 (voluntary)
2000-01	3 (voluntary)
2001-2002	3 (voluntary)

Quality and Currency of Textbooks and Other Instructional Materials

A teacher committee recommends textbooks to the Hemet Unified School District Governing Board through the Superintendent. The Board considers only those series that the State Adoption Committee has approved. Included in the textbook adoption process is a review of the State frameworks and district standards for student achievement as well as approval of texts by the curriculum council and Governing Board. The district’s goal is that each student have use of a textbook in all core subject areas.

At Cottonwood School, teachers supplement the math and language arts programs in grades K-8 using individualized computer-assisted learning strategies. A component of the site’s school-wide program affords reinforcement and enrichment of reading, mathematics and language arts skills. Skills Connection, a commercially-available software program, is installed for teachers to generate individualized materials in the areas of mathematics and language arts for their students. Cottonwood School implements the Accelerated Reading program at all grade levels as well as a supplementary language arts program called Daily Oral Language. It is also implementing the Accelerated Math program in some of the classes.

Cottonwood has a computer lab, classroom computers, and a library. Each classroom is equipped with audio-visual equipment and the site also has a satellite telecommunications system in place. Two independent file servers network all classrooms. The site is networked to the District and the County’s accounting systems. Communication drops in classrooms are wired for “Internet” access.

Instructional Minutes (School Year 2000-2001)
The California Education Code establishes a required number of minutes per year for each grade. The table below compares the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes Offered	State Requirement
K	36,000	36,000
1	52,260	50,400
2	52,260	50,400
3	52,260	50,400
4	54,130	54,000
5	54,130	54,000
6	56,615	54,000
7	56,615	54,000
8	56,615	54,000
9		64,800
10		64,800
11		64,800
12		64,800

Total Number of Minimum Days

Hemet Unified School District offers 180 instructional days per year. That meets or exceeds the state minimum requirements for instructional minutes. As reflected in our school calendar, there are scheduled minimum days during the year and the last day of school.

Student/Teacher School Days

Student

Certificated

Level

Minimum

Shortened

Regular

Total

Non Student

Day

Contract

Days

Gr. 1-5

(Elem.)

Gr. 6-8

(Sec.)

n/a

180

137

180

184

VIII. Postsecondary Preparation (Secondary Schools only)

College Admission Test Preparation Course Program

Applicable to high schools only

Degree to Which Students are Prepared to Enter Workforce

Applicable to high schools only

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 1999-2000)
Average Salary uses the statewide data category used for comparison by type and size of district (from Management Bulletin 01-02)

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$32,488	$31,574
Mid-Range Teacher Salary	$48,896	$49,697
Highest Teacher Salary	$63,600	$62,217
Average Principal Salary	$77,092	$81,575
Superintendent Salary	$128,499	$122,833
Percentage of Budget for Teacher Salaries	44.1	44.1
Percentage of Budget for Administrative Salaries	4.2	5.2

Expenditures

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars	Dollars per Student (ADA)	Dollars per Student (ADA)	Dollars per Student (ADA)
$86,934,158	$5,452	$5,758	$5,705

Types of Services Funded

Special funds such as School Improvement Program and special education provide supplementary funds to improve student achievement and promote quality programs and instruction. Cottonwood annually receives approximately $81.02 per pupil (K-6) and $32.72 per pupil (grades 7 & 8) for School Improvement Program (SIP) funds and $644.76 per child for Title 1 funds. The lottery allocation for 2000-01 to Cottonwood ranges in the amount of $377.00 per certificated F.T.E.