Address:
31360 Highway 94 , Campo CA 91906
Phone:
619-478-2735
Principal:
Barbara Cowling
Grade Span:
7 - 12
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.
Mountain Empire Unified School District encompasses 660 square miles in the rural southeast corner of San Diego County. It is situated about 60 miles east of San Diego with the Mexican border being its southern boundary and Imperial County its eastern boundary. The school provides an opportunity for students who do not function well in the comprehensive setting to complete their requirement for a high school diploma in a setting that provides a different approach. Priority enrollment is given to students having been expelled from the District.
Group
Percent
African American
%
American Indian or Alaska Native
50 %
Asian
Filipino
Hispanic or Latino
12.5 %
Pacific Islander
White (not Hispanic)
37.5 %
Multiple or No Response
Socioeconomically Disadvantaged
100 %
English Learners
Students with Disabilities
14 %
Total Number of students
8
Indicator
Teachers
Teachers with full credential
1
Teachers without full credential
0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Summary of Most Recent Site Inspection
Repairs Needed
None needed
Corrective Actions Taken or Planned
N/A
Core Curriculum Areas
Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts
0%
Mathematics
Science
History-Social Science
Foreign Language
Health
Visual and Performing Arts
Science Laboratory Equipment (grades 9-12)
Level
Expenditures Per Pupil (Unrestricted Sources Only)
School Site
$ LEA Provided
District
$ 7913
State
$5,300
Subject
Students Proficient and Above on California Standards Tests
English-Language Arts
Result
2008 Growth API Score (from 2008 Growth API Report)
Statewide Rank (from 2007 Base API Report)
2008-09 Program Improvement Status (PI Year)
Not in PI
Graduation Rate
Measures
Percent of Graduates
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma
Graduates Who Completed All Courses Required for University of California or California State University Admission
The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.
DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
This section provides the schools contact information.
School
School Name
Cottonwood Community Day
District Name
Mountain Empire Unified
Street
31360 Highway 94
Phone Number
619-473-9022
City, State, Zip
Campo , CA 91906
Web Site
www.meusd.net
Superintendent
Steve Van Zant
Principal
E-mail Address
svanzant@meusd.net
bcowling@meusd.net
CDS Code
37-68213-3731080
This section provides information about the school’s goals and programs.
Our mission is to afford students who have been placed in our school for attendance problems, probation or expulsion from the regular high school, the opportunity to be educated at a Community Day School. Students expelled from the district receive priority. We will provide career and vocational education, preparation for ongoing trade and technical education and college preparatory work on an individual basis. Personal support, guidance and counseling services will be provided for each student.
This section provides information about opportunities for parents to become involved with school activities.
Parent involvement is welcomed at Cottonwood Community Day School. Opportunities exist through various committees within the school. No parent volunteer is turned away.
This table displays the number of students enrolled in each grade level at the school.
Grade Level
Number of Students
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Grade 9
2
Grade 10
4
Grade 11
Grade 12
Ungraded Secondary
Total Enrollment
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Percent of Total Enrollment
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
2005-06
2006-07
2007-08
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
6.0
Social Science
This section provides information about the school's comprehensive safety plan.
Mary Ann DeVito Contact Person
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.
Rate
Suspensions
250.0
0.0
475.0
35.6
25.9
Expulsions
0.1
This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
Narrative LEA Provided
This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.
Item Inspected
Repair Status
Repair Needed and Action Taken or Planned
Good
Fair
Poor
Gas Leaks
X
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Roofs
Overall Cleanliness
This table displays the overall summary of the results of the most recently completed school site inspection.
Facility Condition
Exemplary
Overall Summary
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site.
With Full Credential
87
Without Full Credential
Teaching Outside Subject Area of Competence
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
2008-09
Vacant Teacher Positions
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site.
Location of Classes
Percent of Classes In Core Academic Subjects
Taught by NCLB Compliant Teachers
Taught by Non-NCLB Compliant Teachers
This School
100
All Schools in District
95.3
4.7
High-Poverty Schools in District
100.0
Low-Poverty Schools in District
92.3
7.7
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Title
Number of FTE Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
.40
Library Media Teacher (Librarian)
Library Media Services Staff (paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Core Curriculum Area
Quality, Currency, and Availability of Textbooks and Instructional Materials
Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
adequate
This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page.
Total Expenditures Per Pupil
Expenditures Per Pupil (Supplemental)
Expenditures Per Pupil (Basic)
Average Teacher Salary
$54033
Percent Difference – School Site and District
$5300
$59271
Percent Difference – School Site and State
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
Corrective Reading and Reasoning and Writing are offered to students needing intervention in reading and writing. Odysseyware and Skills Tutor are web-based programs to augment curriculum and remediate student achievement.
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$37969
$37916
Mid-Range Teacher Salary
$48120
$58151
Highest Teacher Salary
$73828
$75396
Average Principal Salary (Elementary)
$99887
$91086
Average Principal Salary (Middle)
$105136
$95220
Average Principal Salary (High)
$103931
$101661
Superintendent Salary
$137184
$136091
Percent of Budget for Teacher Salaries
35.7 %
38.5 %
Percent of Budget for Administrative Salaries
7.4 %
5.8 %
The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
*
37
42
43
46
34
33
40
28
32
36
35
38
20
23
18
Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Percent of Students Scoring at Proficient or Advanced
Male
Female
Economically Disadvantaged
Students Receiving Migrant Education Services
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.
This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.
48.8
52.9
46.5
51.3
Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period.
Not Proficient
Proficient
Advanced
All Students
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page.
Percent of Students Meeting Healthy Fitness Zones
5
7
9
The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page.
This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank
2005
2006
2007
Statewide
Similar Schools
"N/A"
means a number is not applicable or not available due to missing data.
"*"
means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"
means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"
3731080
"C"
means the school had significant demographic changes and will not have any growth or target information.
"D"
means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"
indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.
This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
Actual API Change
Growth API Score
2008
All Students at the School
means the school did not have a valid 2007 Base API and will not have any growth or target information.
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
Percent proficient on the state's standards-based assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.
AYP Criteria
Overall
Yes
No
Participation Rate - English-Language Arts
Participation Rate - Mathematics
Percent Proficient - English-Language Arts
Percent Proficient - Mathematics
API
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page.
Program Improvement Status
Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Currently in Program Improvement
8.3
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site.
Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site.
This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site.
2004-05
Dropout Rate (1-year)
25.0
28.6
1.2
3.7
3.1
3.5
4.4
90.6
84.2
87.6
85.0
83.0
79.5
Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant.
Graduating Class of 2008