School Accountability Report Card - Ramona Elementary School

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School Accountability Report Card
School Year 2001-2002

School Information		District Information
School Name	Ramona Elementary	District Name	Hemet Unified
Principal	Ms. Patti Froom	Superintendent	Dr. Stephen C. Teele
Street	41051 Whittier Ave.	Street	2350 W. Latham Ave.
City, State, Zip	Hemet, CA 92544-6312	City, State, Zip	Hemet, CA 92545-3632
Phone Number	951-765-1670	Phone Number	951-765-5100
FAX Number	951-765-1677	FAX Number	951-765-5115
Web Site		Web Site	www.hemetusd.k12.ca.us
Email Address	pfroom@hemetusd.k12.ca.us	Email Address	Ljoyce@hemetusd.k12.ca.us
Enrollment	845	SARC Contact	Linda Joyce
Grades Served	K-5

School Description and Mission Statement

“Improving Tomorrow Today – No Excuses!” is our motto. Our balanced, comprehensive, success oriented program addresses all aspects of the elementary school student. Parents and teachers are partners in providing opportunities for their children/pupils to achieve their personal best. Students are encouraged to develop a vision of excellence for their future, while learning to accept responsibility for their actions and achievement.

Students at Ramona School come from a variety of backgrounds, which represent a diverse culture and socio-economic population. Ramona is one of 20 schools in the Hemet Unified School District with an enrollment of 835 students in grades K-5.

Student expectations are well defined and modeled. Ramona teachers are well versed in state and district academic standards and use these standards to design instruction in order for all students to achieve proficiency.

The best way to experience Ramona Elementary School is to visit. The community and parents have a standing invitation to share in the excitement and drama that unfolds every day at our school. Be a part of the Ramona team. Come see us!

Opportunities for Parental Involvement

Contact Person Name	Ms. Patti Froom	Contact Person Phone Number	951-765-1670
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	24	2.8	Hispanic or Latino	268	31.7
American Indian or Alaska Native	8	0.9	Pacific Islander	2	0.2
Asian-American	9	1.1	White (Not Hispanic)	533	63.1
Filipino-American	1	0.1	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

Students are enthusiastic about learning, teachers are earnest about teaching, and parents are eager to become involved in school activities. This sense of empowerment promotes a positive learning environment. Ongoing achievement celebrations are an integral way in promoting positive attitudes and maintaining high expectations. These include Student of the Month, Academic Honor Roll, Student Council, Safety Patrol, as well as PTA sponsored recognition programs.

Ramona School implements a school-wide discipline program. Recess detention, office intervention, parent-student-teacher conference, placement in buddy classrooms, suspension, and parent escorts of students throughout the school day are possible consequences for negative behavior.

Home and school act as partners in addressing concerns and successes. “Improving Tomorrow Today – No Excuses!” is the motto that symbolizes our partnership between student, parent, and teacher for recognizing one’s potential and developing achievement skills. Ramona’s school environment encourages the capabilities and emphasizes the worth of individuals.

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)	7	15	43	2558	2804	3182
Suspensions (rate)	.008	.02	.05	24%	22%	27%
Expulsions (number)	0	0	0	50	55	103
Expulsions (rate)	0	0	0	.02	.02	.03

School Facilities

Ramona School currently contains 22 permanent classrooms and 16 relocatable classrooms. Valley-Wide provides a relocatable for their after-school childcare program. Recent additions/improvements include modernization of our kitchen facilities, a new lunch shelter, fiber optic for Internet access, and an expanded parking lot.

The general condition of our school facilities is adequate considering that we only have 80% of our custodial support. Classrooms are cleaned daily.

In addition to teachers who supervise before school, after school and during recess, seven campus supervisors assist with school safety. Walkie-talkies provide communication among supervision staff and with the office. We have an intercom system throughout the school. Student Safety Patrol and student campus beautification efforts assist in maintaining a safe and attractive environment. An adult crossing guard assists students at the Columbia/Whittier intersection.

All students participate in regularly scheduled fire and earthquake drills. Safety screening has been installed on glass windows to prevent implosion and secured hazardous objects. Parents’ donations allow us to maintain disaster preparedness supplies, food, and equipment on an ongoing basis.

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	---	---	31	---	---	27	---	---	32
3	---	---	23	---	---	27	---	---	30
4	---	---	27	---	---	30	---	---	33
5	---	---	21	---	---	22	---	---	28
6	---	---		---	---	26	---	---	31
7	---	---		---	---	26	---	---	32
8	---	---		---	---	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	30	30	0	35	28	35
3	19	27	0	26	13	42
4	22	32	8	28	26	29
5	24	18	0	21	11	35

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	55	56	48	46	50	49	44	49	51
3	43	48	53	43	49	48	41	44	46
4	42	43	41	44	46	49	41	45	47
5	39	44	41	41	49	45	42	44	45
6				45	38	46	44	46	47
7				45	47	43	44	46	48
8				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	67	60	55	58	61	61	49	57	58
3	32	59	58	48	68	65	48	56	59
4	36	49	53	47	51	59	44	51	54
5	43	39	46	45	51	55	45	50	54
6				53	51	53	50	55	57
7				46	46	45	45	48	50
8				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	Socio-economically Disadvantaged	Not Socio-economically Disadvantaged	Migrant Education Services
2	43	53	7	54	49	48
3	55	51	23	58	43	71
4	36	47		43	40	43
5	38	43		42	26	62

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

Grade Level	Male	Female	English Learners	Not-English Learners	Socio-economically Disadvantaged	Not Socio-economically Disadvantaged	Migrant Education Services
2	55	55	19	61	49	66
3	55	61	20	64	47	80
4	51	55		56	51	54
5	44	48		48	35	62

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	20.4	17.7	22.9	33.0	29.2	36.9	21.3	21.9	20.9
7				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		1999	2000	2001
Percentage Tested	100	99		Percentage Tested	99	100
Base API Score	615	658		Growth API Score	658	680
Growth Target	9	7		Actual Growth	43	22
Statewide Rank	5	5		Eligible for Awards	Yes	Yes
Similar Schools Rank	6	5		Eligible for II/USP

API Subgroups - Racial/Ethnic Groups

	API Base Data				API Growth Data
	1999	2000	2001		1999	2000	2001
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	536	588		Growth API Score	588	626
Growth Target	7	6		Actual Growth	52	38
Pacific Islander				African-American
Base API Score				Growth API Score
Growth Target				Actual Growth
White (Not Hispanic)				White (Not Hispanic)
Base API Score	640	678		Growth API Score	678	707
Growth Target	7	6		Actual Growth	38	29

API Subgroups – Socio-economically Disadvantaged

	API Base Data				API Growth Data
	1999	2000	2001		1999	2000	2001
Base API Score	545	607		Growth API Score	607	644
Growth Target	7	6		Actual Growth	62	37

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	17.3	6	0	0	18.3	7	0	0	19.0	6	0	0
1	19.1	7	0	0	20.0	6	0	0	20.1	6	1	0
2	18.9	7	0	0	20.0	6	0	0	20.0	6	0	0
3	29.2	0	5	0	20.0	6	0	0	19.9	7	0	0
4	31.0	0	5	0	31.2	0	5	0	31.8	0	4	0
5	29.4	0	5	0	30.2	0	5	0	32.6	0	2	3
6	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0
K-3	0.0	0	0	0	19.0	1	0	0	0.0	0	0	0
3-4	0.0	0	0	0	0.0	0	0	0	31.0	0	1	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

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	43	43	43
Full Credential (fully credentialed and teaching in subject area)	42	41	41
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)	2	4	3
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	0

Teacher Evaluations

The Principal evaluates teachers at Ramona Elementary School on a regular basis. The evaluation process is based on 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 at least once a year.

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. Where there is 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.

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
0.00	0.00

Title	FTE
Counselor	0.50
Librarian	0.00
Psychologist	0.50
Social Worker	0.00
Nurse	0.00
Speech/Language/Hearing Specialist	1.00
Resource Specialist (non-teaching)	0.00
Other	0.00

VII. Curriculum and Instruction

School Instruction and Leadership

Expectations for quality instruction and student success in behavior and academics are in place at Ramona. Twice monthly staff meetings are held to discuss and refine curriculum and instructional strategies. Regular visitations are made to classrooms and formal observations provide support and improvement as the administrator and teacher work as a team to improve instruction.

The Gifted and Talented Program is open to 3^rd through 5^th grade qualified students who receive an extended and enriched curriculum to meet their needs. Yearly goals are developed to support district goals and are focused upon by teachers and administrators to insure quality educational programs.

Professional Development

The school and district provide all teachers with the opportunity for in-service and training in a variety of programs. Training opportunities are available to teachers throughout the school year focusing on curriculum, state/district standards, and teaching strategies. High quality staff development is brought to Ramona.

School administrators receive regular training on skills such as evaluation, change process, interpersonal skills, curriculum standards and instructional practice. Both site administrators have participated in the California School Leadership Academy.

Curriculum development at Ramona continues to emphasize reading (literature based and phonics supported), language arts, mathematics, student learning styles, multiple intelligences authentic assessment measures, thematic teaching, cooperative learning, parent involvement, and specific instructional strategies.

Staff Development Days

1999-00	2 (voluntary)
2000-01	3 (voluntary)
2001-02	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 framework and district standards for student achievement, pilot use of the series in the district classrooms, 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.

Ramona School believes technology to be an integral part of the curriculum and to child’s future success. We offer a computer lab currently housing 20 IBM/CD Rom computers, and two Macintosh with a laser printer. Classrooms are equipped with between two to four IBM CD/ROM computers for students to use throughout the day. Seven iMac computers are housed in the library/media center. Wiring for the Internet is complete to the office and will soon be installed to classrooms.

Ramona’s library is open to all students and staff. Individual classrooms visit the library bi-monthly for a minimum of 30 minutes of instruction, reference and research availability and checkout privileges. A library media technician with the help of parent volunteers coordinates library services. Presentations are aligned with previously taught classroom lessons. Our library houses over 10,000 hardback books and 2,200 paperback books with circulation exceeding 52,000.

SUBJECT	TITLE	GRADE	EDITION	ADOPTION DATE
Reading	Scholastic Literacy Place	K-5	1996	May 1997
Mathematics	Saxon Mathematics	K-5	1997	December 1999
Science	Harcourt Brace Calif Edition	K-5	2000	March 2001
Social Studies	Houghton Mifflin Social Studies	K-8	1991	November 1990

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	52,280	50,400
2	52,280	50,400
3	52,280	50,400
4	54,180	50,400
5	54,180	50,400
6		50,400
7		50,400
8		50,400
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 school.

Student/Teacher School Days
Student					Certificated
Level	Minimum	Shortened	Regular	Total		Non Student Day	Contract Days
K Gr. 1-5 (Elem.) Gr. 6-12 (Sec.)	n/a 10 5	n/a 33 n/a	180 137 175	180 180 180		1 1 1	184 184 184

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, GATE, and special education provide supplementary funds to improve student achievement and promote quality programs and instruction. Ramona annually receives approximately $81.02 per pupil (grade K-5) for School Improvement Program (SIP) funds and $644.76 per child for Title 1 funds (276 students). The lottery allocation for 2000-01 for Ramona ranged in the amount of $377.00 per certificated F.T.E.

GRADE

Student/Teacher School Days

Student

Certificated

Gr. 1-5