Cortez (Alicia) Elementary School
Cortez (Alicia) Elementary School--------12750 Carissa Avenue Chino, CA 91710-4130 909-627-9438 Grades K-6Patti Jewell, Principalpatti jewell@chino.k12.ca.uswww.chino.k12.ca.us2017-18 School Accountability Report CardPublished During the 2018-19 School YearSchool DescriptionVision:For the 21st Century, our goal is to use all available resources to prepare our students in achievingacademic success, attain good citizenship, and prepare for global life experiences.-------Chino Valley Unified SchoolDistrict5130 Riverside DriveChino, CA 91710-4130(909) 628-1201www.chino.k12.ca.usDistrict Governing BoardJames Na, PresidentIrene Hernandez-Blair, VicePresidentAndrew Cruz, ClerkChristina Gagnier, MemberJoe Schaffer, MemberAlexi Magallanes, StudentRepresentativeDistrict AdministrationOur purpose is: To create enthusiasm for learning so that students become college and career ready To build strong academic skills through consistent instructional rigor To foster positive self-esteem and pride To communicate in an appropriate manner (orally, written, and socially) To apply competency and common sense in technology and real-world situations To encourage school spirit To help develop future citizens through strong, positive character development To build competency in technology To execute all of the above through consistent practice and implementation of criticalthinking, collaboration, creativity, and communication (the 4 C's)MissionCortez is a School where all students will achieve high levels of success in academics and will exhibitgood citizenship.MottoCortez Cougars are Persistent Learners, Accountable, Respectful, and Collaborative.Every effort will be made to provide educational opportunities, resources, and academic supportsystems for all students.Norm Enfield, Ed.D.SuperintendentSandra ChenAssociate Superintendent, BusinessServicesGrace Park, Ed.D.Associate Superintendent,Curriculum, Instruction,Innovation, and SupportLea FellowsAssistant Superintendent,Curriculum, Instruction,Innovation, and SupportRichard RideoutAssistant Superintendent, HumanResourcesGregory J. StachuraAssistant Superintendent,Facilities, Planning, and Operations2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 1 of 9
About the SARCA. Conditions of LearningBy February 1 of each year, every school in California is required by statelaw to publish a School Accountability Report Card (SARC). The SARCcontains information about the condition and performance of eachCalifornia public school. Under the Local Control Funding Formula (LCFF)all local educational agencies (LEAs) are required to prepare a Local Controland Accountability Plan (LCAP), which describes how they intend to meetannual school-specific goals for all pupils, with specific activities to addressstate and local priorities. Additionally, data reported in an LCAP is to beconsistent with data reported in the SARC. For more information about SARC requirements, see the CaliforniaDepartment of Education (CDE) SARC web page athttps://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF webpage at https://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians andcommunity members should contact the school principal or thedistrict office.2017-18 Student Enrollment by Grade LevelGrade LevelNumber of StudentsKindergarten74Grade 186Grade 292Grade 379Grade 495Grade 586Grade 6107Total Enrollment619Teacher CredentialsCortez (Alicia) Elementary School16-17 17-18 18-19With Full Credential3027.626Without Full Credential000Teaching Outside Subject Area of Competence000Chino Valley Unified School District16-17 17-18 18-19With Full Credential 1199.9Without Full Credential 22Teaching Outside Subject Area of Competence 2Teacher Misassignments and Vacant Teacher Positions at this SchoolCortez (Alicia) ElementarySchoolTeachers of English Learners2017-18 Student Enrollment by GroupGroupState Priority: BasicThe SARC provides the following information relevant to the State priority:Basic (Priority 1): Degree to which teachers are appropriately assigned and fullycredentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair16-1717-1818-19000Total Teacher Misassignments000Vacant Teacher Positions000*Note: “Misassignments” refers to the number of positions filled by teacherswho lack legal authorization to teach that grade level, subject area, studentgroup, etc.*Total Teacher Misassignments includes the number of Misassignments ofTeachers of English Learners.Percent of Total EnrollmentBlack or African American1.3American Indian or Alaska Native0.0Asian2.1Filipino0.6Hispanic or Latino81.4Native Hawaiian or Pacific Islander0.6White11.8Socioeconomically Disadvantaged71.7English Learners17.9Students with Disabilities14.7Foster Youth0.22017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 2 of 9
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018-19)On October 4, 2018, the Chino Valley Unified School District’s (CVUSD) Board of Education held a public hearing to certify the extent to which textbooksand instructional materials have been provided to students. The Board of Education adopted Resolution 2018/2019-21 which certifies as required byEducation Code 60119 that (1) sufficient textbooks and instructional materials have been provided to each student, including English learners, that arealigned to the academic content standards and consistent with the cycles and context of the curriculum frameworks in the following subjects:history/social science, mathematics, reading/language arts, and science, (2) sufficient textbooks or instructional materials were provided to each pupilenrolled in foreign language and/or health classes, (3) laboratory equipment was available for science laboratory classes offered in grades 9-12, inclusive.Textbooks and instructional materials are provided for each student for use in class and to take home. It was determined that each pupil in each schoolhas sufficient textbooks and instructional materials that are aligned to the academic content standards in the core subject areas for the 2018/2019 schoolyear. Additionally, sufficient textbooks and/or instructional materials were provided to each pupil for visual and performing arts.*Please note: Inreference to materials not from a most recent State Board Adoption (SBE): In November 2017, the California State Board of Education approved a list ofHistory/Social Science programs for districts to consider for their new adoption. CVUSD elected to continue to use current District adopted materialswhile further studying program options provided on the SBE list to consider for a future piloting process. CVUSD reviewed current District adoptedmaterials and determined that they meet current history/social science standards.Textbooks and Instructional MaterialsYear and month in which data were collected: October 2018Core Curriculum AreaReading/Language ArtsTextbooks and Instructional Materials/Year of AdoptionTK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plusadditional components) (Adopted: 2012)K-6 McGraw-Hill School Education; CA Reading Wonders (Adopted: 2017)The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0MathematicsTK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plusadditional components) (Adopted: 2012)K-5 Pearson Scott Foresman; enVision Math California (Adopted: 2014)6-8 Houghton Mifflin & Harcourt, Big Ideas Math, Course 1, Course 2, and Course 3 (Adopted: 2015)The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0ScienceTK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plusadditional components) (Adopted: 2012)K-5 Houghton Mifflin Company; Houghton Mifflin California Science (Adopted: 2008)6 Pearson Scott Foresman; Scott Foresman Focus on California Earth Science (Adopted: 2008)The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0History-Social ScienceTK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plusadditional components) (Adopted: 2012)K-5 Harcourt School Publishers; Reflections: California Series (Adopted: 2007)*6-8 Holt, Rinehart and Winston; Holt California Social Studies (Adopted: 2007)*The textbooks listed are from most recent adoption:NoPercent of students lacking their own assigned textbook: 0Note: Cells with N/A values do not require data.2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 3 of 9
School Facility Conditions and Planned Improvements (Most Recent Year)Chino Valley Unified School District (CVUSD) makes it a priority to maintain safe, clean, and effective school sites for our students, staff, and parents. Thesafety of students is of paramount importance to CVUSD. In the morning, staff supervision is provided to watch the cafeteria, entrance gates, andplayground activities. During lunch and recess times, noon ground supervisors and teachers monitor students to ensure students interact safely. At theend of the school day, staff supervises student dismissal. The staff and student workspaces for this site are cleaned on a regular basis by the school sitecustodial staff. In addition to regular cleanings, deep cleanings are scheduled and carried out during breaks and vacation periods. The school facility isadequate and has sufficient classrooms, playground, and staff spaces in order to operate efficiently. A recently completed school improvement for thissite was the installation of the Raptor Visitor Management System (RAPTOR) at all school sites to strengthen campus safety on July 1, 2018.To ensure sites are clean, safe and functional, Maintenance and Operations department staff conduct inspections at the school sites on a continual basis.School sites may also enter maintenance requests by accessing the School Dude system. After the school site request is entered into the system, a workorder is generated, and the Maintenance staff works diligently to complete all work orders in a timely manner. The Maintenance team utilized the FacilityInspection Tool (FIT), a survey instrument developed by the State of California Office of Public School Construction (OPSC), to record inspection results.The District’s inspection took place on September 12, 2018, the overall rating of this site’s most recent survey is EXEMPLARY, and any associated repairswere completed on or before December 30, 2018.School Facility Good Repair Status (Most Recent Year)Year and month in which data were collected: 9/12/2018System InspectedRepair StatusRepair Needed andAction Taken or PlannedSystems:Gas Leaks, Mechanical/HVAC, SewerXGoodInterior:Interior SurfacesXGoodRoom 7: flooring is excessivelydirty/stainedDeficiencies correction on or beforeDecember 30, 2018.Cleanliness:Overall Cleanliness, Pest/ Vermin InfestationXGoodBuilding D MPR: areas evaluated haveaccumulated refuse, dirt, and grimeDeficiencies correction on or beforeDecember 30, :Restrooms, Sinks/ FountainsXGoodSafety:Fire Safety, Hazardous MaterialsXGoodStructural:Structural Damage, RoofsXGoodExternal:Playground/School Grounds, Windows/ Doors/Gates/FencesXGoodOverall Rating----------2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolRoom 23: doors are broken, damaged, ormissingXExemplaryPage 4 of 9
B. Pupil OutcomesState Priority: Pupil AchievementThe SARC provides the following information relevant to the State priority:Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of StudentPerformance and Progress [CAASPP] System, which includes theSmarter Balanced Summative Assessments for students in the generaleducation population and the California Alternate Assessments[CAAs] for English language arts/literacy [ELA] and mathematics givenin grades three through eight and grade eleven. Only eligible studentsmay participate in the administration of the CAAs. CAAs items arealigned with alternate achievement standards, which are linked withthe Common Core State Standards [CCSS] for students with the mostsignificant cognitive disabilities); and The percentage of students who have successfully completed coursesthat satisfy the requirements for entrance to the University ofCalifornia and the California State University, or career technicaleducation sequences or programs of study2017-18 CAASPP Results for All StudentsPercent of Students Meeting or Exceeding the State Standards(grades 3-8 and 11)SubjectSchoolDistrictStateBalanced Summative Assessment plus the total number of students who met thestandard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total numberof students who participated in both assessments.CAASPP Test Results in Science for All StudentsPercent of Students Scoring at Proficient or Advanced(meeting or exceeding the state -1816-1717-1816-1717-18N/AN/AN/AN/AN/AN/ANote: Cells with N/A values do not require data.Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a newscience assessment based on the Next Generation Science Standards for CaliforniaPublic Schools (CA NGSS). The CAST was pilot-tested in spring 2017 and field-testedin spring 2018. The CAST will be administered operationally during the 2018–19school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and2017–18) and the CAA for Science will be field-tested in 2018–19.Note: Science test results include the CAST and the CAA for Science. The “PercentMet or Exceeded” is calculated by taking the total number of students who met orexceeded the standard on the CAST plus the total number of students who met thestandard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by thetotal number of students who participated on both assessments.State Priority: Other Pupil 7.058.048.050.0Math28.030.046.046.037.038.0The SARC provides the following information relevant to the State priority: OtherPupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical educationNote: Percentages are not calculated when the number of students tested is ten orless, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy.GradeLevel2017-18 Percent of Students Meeting Fitness Standards---5--Note: ELA and mathematics test results include the Smarter Balanced SummativeAssessment and the CAA. The “Percent Met or Exceeded” is calculated by taking thetotal number of students who met or exceeded the standard on the Smarter*4 of 65 of 66 of 623.122.015.4Percentages are not calculated when the number of students tested is ten orless, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy.School Year 2017-18 CAASPP Assessment Results - English Language Arts (ELA)Disaggregated by Student Groups, Grades Three through Eight and entMet or ExceededAll 193193100.0053.37Black or African --30230199.6746.84Native Hawaiian or Pacific Islander--------White474697.8743.48Two or More Races--------Socioeconomically Disadvantaged29128999.3142.56English Learners102102100.0032.35Students with Disabilities676597.0121.54Foster Youth--------Student GroupHispanic or LatinoNote: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 5 of 9
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy.Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is notthe number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.School Year 2017-18 CAASPP Assessment Results - MathematicsDisaggregated by Student Groups, Grades Three through Eight and entMet or ExceededAll 9319310030.05Black or African 0230199.6728.24Native Hawaiian or Pacific Islander--------White474697.8728.26Two or More Races--------Socioeconomically Disadvantaged29128999.3127.68English Learners10210210022.55Students with Disabilities676597.0110.77Foster Youth--------Student GroupHispanic or LatinoNote: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total numberof students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy.Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is notthe number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.C. EngagementState Priority: Parental InvolvementThe SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each school siteOpportunities for Parental Involvement (School Year 2018-19)Cortez Elementary has a very active PFA that supports our school through parent volunteer and fundraising activities. Parents have the opportunity toparticipate in parent groups such as School Site Council and ELAC. Administration meets with parents by grade level during morning Coffee Talks todiscuss current curriculum, state testing, and current instructional strategies in order to support student success. Our school abounds with parent helpand involvement. Cortez has also partnered with the City of Chino to provide after school childcare and homework assistance. The school has alsopartnered with the City of Chino to provide counseling services for students whose parents desire such support.State Priority: School ClimateThe SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety.2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 6 of 9
School Safety PlanEach school has a detailed School Site Safety Plan for emergencies that is annually reviewed, updated, and discussed by the School Site Council. The dateon which the School Site Safety Plan was last annually reviewed was March 2018, and the plans are reviewed monthly by the School Site Council. Eachstaff member is assigned a specific responsibility in the event of an emergency. Staff members are trained in the plan’s components and procedures.Fire, earthquake, and intruder drills are held on a regular basis so that all students and staff are familiar with emergency procedures. Emergency suppliesare located on each campus in the event of an emergency.Assigned staff monitors school grounds daily before, during, and after school. The District policy regarding campus visitors is enforced by requiringeveryone to check in at the school office and obtain a visitor’s badge. A visitor sign-in log is located in the school office and all visitors must sign in beforegoing onto the campus. In addition, all visitors must wear an identifying badge while on campus. To increase security, all gates remain locked during theschool day, so visitors must enter campus through the school office.The Chino Valley Unified School District is committed to providing an environment that fosters health and safety, in both form and function. Thiscommitment extends to the process of developing and maintaining a comprehensive Emergency and Disaster Preparedness Plan as a part of the District’sSafe Schools Plan and is evident from the individual site to the overall District. These plans delineate actions to protect all students while they are atschool. The plans are designed with the help of security staff members, local law enforcement, local fire, and emergency management, and public healthofficials as required by Education Code 32280-32282.Plans are reviewed and updated yearly in accordance with Education Code 32286. These plans include procedures to respond to critical incidents, suchas fire, earthquake, or intruders. School personnel practice these drills regularly.The primary purpose of the Chino Valley Unified School District Emergency and Disaster Preparedness Plan is to define roles and responsibilities at thesite and between the site and district office management. The Emergency and Disaster Preparedness Plan establishes the minimum requirements forschool and site plans throughout the District. This Plan meets the requirements of the Standardized Emergency Management System (SEMS) as mandatedby California Code of Regulations, Sections 2400-2450, and the National Incident Management System (NIMS) as mandated by Government Code 8607.It also meets the requirements for earthquake preparedness found in Title 5 (California State Education Code, Sections 35295-35297).Suspensions and ExpulsionsSchool2015-162016-172017-18Suspensions Rate3.31.10.5Expulsions Rate0.10.00.02015-162016-172017-18Suspensions Rate3.22.51.7Expulsions Rate0.10.10.02015-162016-172017-18Suspensions Rate3.73.73.5Expulsions Rate0.10.10.1DistrictStateD. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.Academic Counselors and Other Support Staff at this SchoolNumber of Full-Time Equivalent (FTE)Academic Counselor------Counselor (Social/Behavioral or Career Development)0.58Library Media Teacher (Librarian)Library Media Services Staff (Paraprofessional)0.44Psychologist-------0.4Social g SpecialistResource Specialist (non-teaching)-------2.0Other------Average Number of Students per Staff MemberAcademic Counselor------*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.2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 7 of 9
Average Class Size and Class Size Distribution (Elementary)Grade1-2021-3233 umber of Classrooms*Average Class Size2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-181111121Number of classes indicates how many classes fall into each size category (a range of total students per class).Professional Development provided for TeachersThe Chino Valley Unified School District is committed to high-quality Professional Learning to support the instructional capacity of teachers and leaders.Professional learning opportunities are aligned to CVUSD’s Area of Emphasis for 4C’s-Critical Thinking and Collaboration; Common Core ELA Shifts;Common Core Math: Standards of Mathematical Practices; NGSS-Elementary-Deepening Understanding of Three-Dimensional Learning of NGSS (EarlyTransition Phase); Historical Inquiry; Positive School Culture; Timeline Feedback on Formative Assessments; Collaboration Strategies for Students;Building Stronger Connection with Students; Integration of Technology and Use of Digital Tools; Accessing, Processing, and Analyzing Data; andProfessional Learning Communities. These areas were identified by the Teaching and Learning Task Force as focus areas for our district in 2018-19.Professional learning opportunities are evaluated through survey results, feedback, and next steps from end-users. Professional learning opportunitiesare varied in its delivery: district-wide days during school hours, after-school workshops, site-based PD offerings, and volunteer sessions. Implementationfor learning is supported through Site-Based PD from Site Administrators and coaching opportunities from Instructional Coaches.FY 2016-17 Teacher and Administrative SalariesFY 2016-17 Expenditures Per Pupil and School Site Teacher SalariesDistrictAmountState Average forDistricts In SameCategoryBeginning Teacher Salary 47,271 47,903Mid-Range Teacher Salary 78,551Highest Teacher Salary 98,979Average Principal Salary y 10,414 2,590 7,824 87,745 74,481School Site-----District------ 7,914 83,516 98,269-State------- 7,125 80,764 120,794 123,495Percent Difference: School Site/District-1.14.9Average Principal Salary (MS) 122,989 129,482Percent Difference: School Site/ State9.48.3Average Principal Salary (HS) 136,169 142,414*Superintendent Salary 230,000 271,429The California Department of Education issued guidance to LEAs on August 1,2018, regarding how to calculate school-level per-pupil expenditures that will bereported on 2018-19 report cards.CategoryPercent of District BudgetTeacher Salaries41.035.0Administrative Salaries6.05.0*Expenditures Per PupilLevelCells with do not require data.For detailed information on salaries, see the CDE Certificated Salaries &Benefits webpage at www.cde.ca.gov/ds/fd/cs/.Types of Services FundedThe District's general fund includes monies for:1. General operations- services, materials, and support to the general education.2. Specific education-programs offering appropriate, individualized education to students with special needs.3. Special projects- monies from agencies (e.g., federal, state) earmarked for specific services.4. Transportation5. Maintenance and operations6. District administration7. LCFF/LCAP- Serves targeted students of the district See District's LCAP plan located on www.cvusd.k12.ca.usEach school in the District receives an instructional budget based upon enrollment, programs and on formulas set by the Board of Education policy, statelaw, agreements with employee bargaining units, and guidelines of outside funding agencies. In addition, sites may receive program funding for GATE,AVID, CTE, Professional Development, Title I and Title III to provide additional support to the students.2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 8 of 9
DataQuestDataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information aboutthis school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports foraccountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet atlibraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the lengthof time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to printdocuments.2017-18 School Accountability Report Card for Cortez (Alicia) Elementary SchoolPage 9 of 9
Grade 4 95 Grade 5 86 Grade 6 107 Total Enrollment 619 2017-18 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 1.3 American Indian or Alaska Native 0.0 Asian 2.1 Filipino 0.6 Hispanic or Latino 81.4
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