Executive Summary School Accountability Report Card, 2011–12

 

For Cobb Mountain Elementary

Address:

20932 Big Canyon Rd., Middletown, CA, 95461-0338

Phone:

(707) 928-5229

Principal:

Mrs. Shelley Tan, Principal

Grade Span:

K-6


This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 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.

About This School

Cobb Mountain Elementary is one of three elementary schools in the Middletown Unified School District. The student population is approximately 185 students in grades K-6. The staff consists of one administrator, 8 regular education teachers, 1 special education teacher, and a support staff of 10 adults. The parents are very involved in the school with many hours devoted to helping in the classroom as well as in the school garden and with PTO (Parent Teacher Organization). The school is located on beautiful Cobb Mountain, just outside Middletown. The majority of students reside on Cobb.

Student Enrollment

Group

Enrollment

Number of students

184

Black or African American

1.1%

American Indian or Alaska Native

1.1%

Asian

0.0%

Filipino

1.1%

Hispanic or Latino

10.4%

Native Hawaiian or Pacific Islander

0.0%

White

85.2%

Two or More Races

1.1%

Socioeconomically Disadvantaged

50.5%

English Learners

0.0%

Students with Disabilities

1.6%

Teachers

Indicator

Teachers

Teachers with full credential

8

Teachers without full credential

0

Teachers Teaching Outside Subject Area of Competence

0

Misassignments of Teachers of English Learners

0

Total Teacher Misassignments

0

Student Performance

Subject

Students Proficient and Above on STAR* Program Results

English-Language Arts

66%

Mathematics

82%

Science

65%

History-Social Science

0%

*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator

Result

2012 Growth API Score (from 2012 Growth API Report)

876

Statewide Rank (from 2011 Base API Report)

8

Met All 2012 AYP Requirements

no

Number of AYP Criteria Met Out of the Total Number of Criteria Possible

Met 7 of 9

2012–13 Program Improvement Status (PI Year)

*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection

All of the school facilities and grounds provide a setting which feels more like a park than a school. These facilities are well maintained by 1FTE maintenance staff and 1FTE custodial staff. Work requests are submitted and fulfilled in a timely manner when issues arise.

Repairs Needed

Ceiling tiles on the ceiling of the multi-use room.

Corrective Actions Taken or Planned

Principal has requested repair/replacement of these tiles during the summer.

Curriculum and Instructional Materials

Core Curriculum Area

Pupils Who Lack Textbooks and Instructional Materials

Reading/Language Arts

None

Mathematics

None

Science

None

History-Social Science

None

Foreign Language

NA

Health

                                            NA

Visual and Performing Arts

NA

Science Laboratory Equipment (grades 9-12)

NA

School Finances

Level

Expenditures Per Pupil (Unrestricted Sources Only)

School Site

LEA Provided

District

LEA Provided

State

$5,455

School Completion

Indicator

Result

Graduation Rate

NA

Postsecondary Preparation

Measure

Percent

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma

NA

Graduates Who Completed All Courses Required for University of California or California State University Admission

0.0%

School Accountability Report Card

 

Reported Using Data from the 2011–12 School Year

 

Published During 2012–13

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

·         For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

·         For additional information about the school, parents and community members should contact the school principal or the district office.

 

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

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 may 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.

II. About This School

Contact Information (School Year 2012–13)

School

District

School Name

Cobb Mountain Elementary

District Name

Middletown Unified

Street

20932 Big Canyon Rd.

Phone Number

(707) 987-4100

City, State, Zip

Middletown, CA, 95461-0338

Web Site

www.middletownusd.org

Phone Number

(707) 928-5229

Superintendent

Korby Olson

Principal

Mrs. Shelley Tan, Principal

E-mail Address

korby.olson@middletownusd.org

E-mail Address

shelley.tan@middletownusd.org

CDS Code

17640556105456

School Description and Mission Statement (School Year 2011–12)

School Description and Mission

     Located in the coastal mountains of Northern California, nestled in a picturesque ponderosa Pine forest, Cobb offers students and parents a safe, nurturing, and pristine educational environment, a talented and dedicated staff, and a track record of excellence in student achievement. As part of the Middletown Unified School District (MUSD), students and parents participate in a school district focused on high expectations for all students, and promoting responsible an respectful citizenship.

    Focusing on individual student needs is the keystone of the instruction program at Cobb. An individualized instruction plan is designed for each student based on STAR data, academic readiness, interests, and learning style preferences. Instruction at Cobb is California Content Standards-based, differentiated across the curriculum, and focused on research-based best practices in education. The staff at Cobb is committed to California Standards for the Teaching Profession. The students of Cobb consistently demonstrate the highest levels of proficiency on the California Standards Tests. Cobb students are encouraged to participate in and have historically performed exceptionally well on other state and national academic competitions such as Wordmasters, Challenge 24 Math Competition, Science Fair, and the State Spelling and Geography Bees. Academic excellence is acknowledged and respected at Cobb through a systematic student achievement recognition program.

     Cobb is more than just a school; it is the cultural center of our community. Students and parents regularly utilize school facilities for Scouts, after school athletics and exercise classes. Whether helping out at the annual Fall Carnival, or participating in our Art Docent program, you will see a real life example of the old adage, “It takes a village to raise a child.”

     Cobb’s vision is to provide an educational program that focuses on high academic performance while adhering to a well rounded curriculum, in conjunction with our community partners.

     Our mission is to develop healthy, active contributing members of our society that are lifelong learners with an appreciation of art, music and the environment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Opportunities for Parental Involvement (School Year 2011–12)

Parents of Cobb School are encouraged to be involved in a number of ways, and have always been a valuable asset to Cobb School. Parents who sit on the School Site Council Committee help to set goals for Cobb School based on student data reports. They align these goals to available resources, and monitor them throughout the year. The school’s PTO is involved with many of the programs, fundraisers, and even aide positions during these tough economic times. In addition, we have a parent run Health and Wellness Committee, parent volunteers who work in the school garden, as well as parents who volunteer weekly with our salad bar and soup sales.

 

 

Student Enrollment by Grade Level (School Year 2011–12)

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

24

Grade 8

0

Grade 1

26

Ungraded Elementary

0

Grade 2

30

Grade 9

0

Grade 3

27

Grade 10

0

Grade 4

18

Grade 11

0

Grade 5

22

Grade 12

0

Grade 6

35

Ungraded Secondary

0

Grade 7

0

Total Enrollment

182

Student Enrollment by Student Group (School Year 2011-12)

Group

Percent of Total Enrollment

Black or African American

1.1%

American Indian or Alaska Native

1.1%

Asian

0.0%

Filipino

1.1%

Hispanic or Latino

10.4%

Native Hawaiian or Pacific Islander

0.0%

White

85.2%

Two or More Races

1.1%

Socioeconomically Disadvantaged

50.5%

English Learners

0.0%

Students with Disabilities

1.6%

Average Class Size and Class Size Distribution (Elementary)

Grade Level

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K

19

1

0

0

20

1

0

0

24.0

0

1

0

1

19

1

0

0

24

0

1

0

18.0

1

0

0

2

20

1

0

0

20

1

0

0

19.0

2

0

0

3

21

0

1

0

20

1

0

0

18.0

1

0

0

4

26

0

1

0

27

0

1

0

27.0

0

1

0

5

19

1

0

0

24

0

1

0

28.0

0

1

0

6

20

1

0

0

25

0

1

0

29.0

0

1

0

Other

NA

NA

NA

NA

* Number of classes indicates how many classes fall into each size category (a range of total students per classroom).

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

NA

 

 

 

Mathematics

NA

 

 

 

Science

NA

 

 

 

Social Science

NA

 

 

 

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

III. School Climate

School Safety Plan (School Year 2011–12)

An annually updated school safety plan has been put into effect, along with staff trainings through qualified emergency personnel.

Suspensions and Expulsions

Rate*

School 2009–10

School 2010–11

School 2011–12

District 2009–10

District 2010–11

District 2011–12

Suspensions

.43%

1%

3.8%

7.6%

20%

Expulsions

0

0

0

.5%

.3%

LEA provided

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2012–13)

All of the school facilities and grounds provide a setting which feels more like a park than a school. These facilities are well maintained by 1FTE maintenance staff and 1FTE custodial staff. Work requests are submitted and fulfilled in a timely manner when issues arise.

School Facility Good Repair Status (School Year 2012–13)

System Inspected

Repair Status

Repair Needed and Action Taken or Planned

Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

 

 

Interior: Interior Surfaces

X

Tiles missing on ceiling of multi use room.

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

 

 

 

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

 

 

New fountain installed in multi use room (1/2012). New fixture installed in boys’ bathroom to prevent leak.

Safety: Fire Safety, Hazardous Materials

X

 

 

Local fire crew periodically visits school for controlled burn to eliminate debris during non-student days.

Structural: Structural Damage, Roofs

X

 

 

 

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

 

 

 

Overall Rating

 

X

 

 

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

 

Teachers

School 2009–10

School 2010–11

School 2011–12

District 2011–12

With Full Credential

8

8

8

Without Full Credential

0

0

0

0

Teaching Outside Subject Area of Competence (with full credential)

0

1

0

0

Teacher Misassignments and Vacant Teacher Positions

 

Indicator

2010–11

2011–12

2012–13

Misassignments of Teachers of English Learners 

0

0

0

Total Teacher Misassignments*

0

0

0

Vacant Teacher Positions

0

0

0

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

 

Location of Classes

Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers

This School 

100%

0%

All Schools in District

100%

0%

High-Poverty Schools in District

100%

0%

Low-Poverty Schools in District

100%

0%

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2011–12)

Title

Number of FTE* Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

0

LEA Provided

Counselor (Social/Behavioral or Career Development)

0

Library Media Teacher (librarian)

0

Library Media Services Staff (paraprofessional)

.4

Psychologist

     .33            

Social Worker

0

Nurse

.15

Speech/Language/Hearing Specialist

.3

Resource Specialist (non-teaching)

.4

Other

Note: Cells shaded in black do not require data.
* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: September, 2012

Core Curriculum Area

Textbooks and instructional materials/year of adoption

From most recent adoption?

Percent students lacking own assigned copy

Reading/Language Arts

Good (2011 – 2012)

Yes

0

Mathematics

Good

Yes

0

Science

Good

Yes

0

History-Social Science

Good

Yes

0

Foreign Language

NA

Yes

0

Health

NA (National Dairy Council Curriculum)

Yes

0

Visual and Performing Arts

NA

Yes

0

Science Laboratory Equipment (grades 9-12)

Good

Yes

0

 

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School Site

$6,929

$2,223

$4,706

$61,677

District

$4,667

$59,665

Percent Difference – School Site and District

1%

3%

State

$5,455

$62,892

Percent Difference – School Site and State

16%

2%

Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2011–12)

School Improvement Program (SIP) – Salaries, Instructional Aides, Intervention Programs

Special Education – Provides funding for Special Education Services to identified students. GATE money is used for supplemental programs such as Word Masters and the Geography Bee.

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$38,235

$38,725

Mid-Range Teacher Salary

$53,250

$59,717

Highest Teacher Salary

$61,923

$77,957

Average Principal Salary (Elementary)

$75,104

$95,363

Average Principal Salary (Middle)

$91,791

$98,545

Average Principal Salary (High)

$91,791

$107,031

Superintendent Salary

$111,805

$149,398

Percent of Budget for Teacher Salaries

41.00%

37.00%

Percent of Budget for Administrative Salaries

6.00%

6.00%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program


The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

·         California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

·         California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

·         California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.



The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

77%

70%

66%

57%

58%

59%

52%

54%

56%

Mathematics

88%

81%

82%

44%

44%

47%

48%

50%

51%

Science

74%

79%

65%

60%

67%

65%

54%

57%

60%

History-Social Science

0%

0%

0%

46%