docCOACHELLA VALLEY UNIFIED SCHOOL DISTRICT
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COACHELLA VALLEY UNIFIED SCHOOL DISTRICT
Coachella Valley Unified School District Grades K Through Twelve 87-225 Church Street • Thermal, CA 92274 (760) 399-5137 District Demographic Summary Published February 2010 Board of Trustees Elizabeth R. Toledo, President Maria G. Machuca, Vice President Gloria G. Maldonado, Clerk Juanita D. Duarte, Member Manuel Jarvis Martinez, Member Joe Murillo, Member Anna V. Rodriguez, Member District Profile Coachella Valley Unified School District covers more than 1,200 square miles of mostly rural desert terrain, serving the communities of Coachella, Thermal, Mecca, Oasis, Indio, and the Salton Sea. The district currently operates fourteen elementary schools, two middle schools, one junior high school, three comprehensive high schools, one continuation high school, and one adult school. Coachella Valley Unified School District has a growing reputation for innovative programs and outstanding staff. Percentage of Students by Ethnicity 2008-09 Enrollment: 18,256 African-Amer. 0.4% Ameri. Indian or Alaskan Native 0.3% Asian 0.1% Hispanic or Latino 96.6% Caucasian 1.3% Multiple or No Response 1.1% Filipino 0.2% No Child Left Behind (NCLB) District Administration Ricardo Z. Medina Superintendent Jamie Brown Assistant Superintendent Business Services Rick Alvarez Assistant Superintendent Educational Services Title I funding plays a critical role in the landmark education act popularly known as No Child Left Behind (NCLB). Title I is federal money used to support additional staffing and programs to meet the needs of low-income, low-achieving students and other designated students with special needs. Fourteen schools in the Coachella Valley Unified School District receive Title I funding. Schools use Title I funds to assist students identified as most at risk of failing to meet the State Board of Education standards. Information regarding Title I designation assists parents and community members to understand the impact NCLB will have on their schools. NCLB requires evaluation of student performance schoolwide, districtwide, and within specific subgroups of the student population. A profile of Coachella Valley Unified School District’s enrollment by ethnicity and subgroup are provided in this report to create an appropriate context for evaluating the overall success of the district’s educational program and to assist in interpreting information presented in this report. Ann Reinhagen Executive Director of Personnel Contents District Profile No Child Left Behind (NCLB) Accountability Progress Report California High School Exit Exam Instructional Programs Teacher Credentials Instructional Materials School Facilities & Safety Coachella Valley Unified School District 1 District Demographic Summary Accountability Progress Report Coachella Unified School District’s students and schoolwide performance levels are measured annually through the state Academic Performance Index (API) and the federal Adequate Yearly Progress (AYP) and Program Improvement (PI). Individual and schoolwide achievements are based upon student test results from the California High School Exit Exam and STAR exam which includes: California Standards Tests (CSTs), the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). Meeting Adequate Yearly Progress (AYP) milestones helps determine whether students are reaching proficiency level targets set by NCLB. To achieve Adequate Yearly Progress, schools must meet or exceed established English/Language Arts and math proficiency targets on the California Standards Test (CST), achieve a 95% or above participation rate on the CST/CAHSEE, obtain an API growth score of 650 or increase their API growth by 1 point, and obtain graduation rate of 83.1%. The adjacent tables illustrate the district and schools’ efforts to meet federal and state expectations. Coachella Valley Unified School District 2 District Demographic Summary California High School Exit Exam The California High School Exit Exam (CAHSEE) is a state-mandated test given to 10th-12th grade students to measure student proficiency in math and language arts. The CAHSEE helps identify students who are not developing skills that are essential for life after high school and encourages schools to give these students the attention and resources needed to help them achieve these skills during their high school years. The language arts component includes vocabulary, decoding, comprehension, analysis of information and literary texts, writing strategies, applications, and the conventions of English (e.g. grammar, spelling, and punctuation). The math component evaluates proficiency of state standards in grades six and seven and Algebra I. Students must pass the language arts and math components of the CAHSEE, as well as meet district requirements, in order to receive a high school diploma. The test is initially given to students in the tenth grade. Students are given numerous chances to pass the test during their sophomore, junior, and senior years. If, for example, a student passes the math section, he/she will not have to repeat the math test. Instructional Programs California High School Exit Exam Coachella Valley High Desert Mirage High Math English 732 732 Math English 10th Gr. Enrollment 478 Test Takers 1,203 478 1,191 Test Takers 894 Passing (#) 895 638 301 Passing (#) 432 370 Passing (%) 53.0% 50.0% Passing (%) 48.0% 41.0% 10th Gr. Enrollment La Familia High West Shores High Math English 10th Gr. Enrollment 31 31 10th Gr. Enrollment 81 81 Test Takers 198 184 Test Takers 130 134 Passing (#) 32 29 Passing (#) 59 61 16.0% 16.0% Passing (%) 45.0% 46.0% CVUSD Districtwide Results Math English 10th Gr. Enrollment 1,324 1,324 Test Takers 2,507 2,491 Passing (#) 1,176 1,087 Passing (%) 47.0% 44.0% All curriculum and instruction is aligned to the California State Content Standards and Frameworks approved by the State Board of Education. Every child receives a rigorous, well-balanced standards-aligned core program. Coachella Valley Unified School District structures its educational program so that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers use a variety of instructional techniques using research-based instructional materials and strategies. Gifted & Talented Education Migrant Education & Services English Learner Education For students whose primary language is not English and who have limited English proficiency, Coachella Valley Unified School District offers programs to help them acquire English as quickly as possible and prepare them to meet the state’s academic content standards. Students identified as English Learners are placed with a teacher who has been certified to teach English learners. English language development (ELD) instruction is either 1) embedded in the language arts curriculum and administered through the classroom teachers, instructional aides, and resource specialist staff or 2) a supplemental component to the English learner’s core curriculum. In some schools, students are grouped in classrooms based on their fluency level in reading and of the English language to receive appropriate instruction at Coachella Valley Unified School District English Passing (%) their learning level, receiving as much as 210 minutes of ELD/language arts instruction daily. In some instances, instruction is provided in Spanish to help those students having difficulty understanding the English language. In-class support is available for core content areas and supplemental ELD instruction. State-approved English Language Development (ELD) materials are used in the classroom and for individualized intervention. As students increase fluency in the English language, school administrators reevaluate proficiency levels and adjust individualized instructional needs accordingly to ensure continued improvement. Students with special gifts and talents need more challenging curriculum and instruction. The Gifted and Talented Education (GATE) program is offered to students in grades three through six who have been identified as academically gifted through state and district testing. GATE students are clustered in the general education classroom to receive differentiated instruction from GATE-trained teachers. Math Upon completion of the registration process, families of migrant students are contacted by the school’s migrant school service aid. The aide helps families locate and acquire needed health services and/or transportation to services, food, clothing, and other resources necessary to ensure the health and well being of the family and their children. Through the migrant program, resource teachers provide academic and primary language support at some school sites. Migrant students are placed in a classroom with a teacher certified to teach English learners and may receive one-on-one or small group instruction outside the classroom with a resource teacher during school hours. Special Education The special education program is staffed by highly qualified special day class teachers, resource specialists, instructional aides, and speech and language therapists. Instruction is provided in the least restrictive environment and based on each student’s Individual Education Plan (IEP). Students have access to a comprehensive curriculum and are mainstreamed into the general education classroom with in-class support from special education staff or with the resource specialist in the resource room. Individualized instruction is provided in both small group 3 settings and one-on-one. A portion of instruction may be provided in the special day class. The IEP team meets annually to 1) establish goals and objectives, 2) define academic instruction, 3) evaluate the effectiveness of the student’s plan, and 4) make adjustments as necessary. Coachella Valley Unified School District is part of the Riverside County Special Education Local Plan Area (SELPA), which serves 21 school districts in Riverside County. The Riverside County SELPA allows participating school districts to pool resources and expertise in the field of special education to work with Coachella Valley Unified School District’s special education students. Intervention Programs Each school site offers programs to support students not meeting grade level proficiency standards. Intervention and remediation are provided before, during, and after school. Together, teachers and school administrators consider teacher input, parent concern, benchmark assessments and state test results when recommending students for academic intervention and/or participation in the Student Success Team process. Student Success Teams (SST) meet frequently to address issues that affect the ability of a student to perform at his or her best in school. Using a collaborative approach, members of the SST evaluate and recommend various intervention strategies and services to meet the unique needs of the referred student. Intervention strategies and programs include extended day programs, teacher tutoring, community reading support, and specialized programs designed to improve basic skills in reading and math. For some programs, bus transportation is provided. Parents may contact their child’s school or obtain a copy of the school accountability report card for specific program information and availability. District Demographic Summary Teacher Credentials During the 2008-09 school year, Coachella Valley Unified School District employed 788 fully credentialed teachers. In many instances, teachers supplement their regular credential with a special education credential or a credential to teach English Language Learners such as Crosscultural Language and Academic Development (CLAD), Bilingual Crosscultural Language and Academic Development (BCLAD), and Specially Designed Academic Instruction in English (SDAIE). Teacher Credentials & Assignments CVUSD Total Teachers California 06-07 07-08 08-09 06-07 07-08 08-09 827 868 937 308,790 310,361 306,887 Teachers with Full Credential 629 676 788 293,241 294,898 296,027 Teachers in Alternative Routes to Certification 135 130 76 10,716 10,553 6,758 3 3 0 746 457 1,898 48 15 49 20 42 10 13,717 1,119 10,301 1,157 4,372 1,125 Pre-Internship Teachers with Emergency Permits Teachers with Waivers Teacher Education Levels NCLB-Compliant Teachers 2008-09 The federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “NCLB Compliant”. Minimum qualifications include: possession of a bachelor’s degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. At the beginning of the 2008-09 school year, 80% of core academic classes in Coachella Valley’s schools were taught by NCLB-Compliant teachers. The adjacent table compares the total number of Coachella Valley Unified School District’s classes taught by NCLB-Compliant Teachers to all schools in the state. Percentage of Core Classes Taught by NCLB-Compliant Teachers 2008-09 % All Schools in District 80.9% All Schools in State 95.4% Under the No Child Left Behind Act, parents have the right to know the professional qualifications of their child’s classroom teacher which include: • Whether the State of California has licensed or qualified the teacher for the grades and subjects he or she teaches. • Whether the teacher is teaching under an emergency permit or other provisional status by which state licensing criteria have been waived. • The teacher’s college major; whether the teacher has any advanced degrees and, if so, the subject of the degrees. • Whether any instructional assistants provide services to the student and, if they do, their qualifications. Parents who wish to receive this information may contact the district’s Human Resources Office. Instructional Materials All textbooks used in the core curriculum throughout Coachella Valley Unified School District are aligned to the California Content Standards and Frameworks. Instructional materials for grades K-8 are selected from the state’s most recent list of standards-based materials and adopted by the State Board of Education. Instructional materials for grades 9-12 are approved by the Board of Board of Trustees. The district follows the State Board of Education’s six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language, visual and performing arts. Coachella Valley Unified School District CVUSD % California % Doctorate 1.0 0.8 Master's Degree plus 30 or more semester hours 16.8 17.8 Master's Degree 16.6 19.2 Bachelor's Degree plus 30 or more semester hours Bachelor's Degree Less than a Bachelor's Degree 44.0 47.1 21.7 0.0 14.7 0.3 On October 9, 2009, the Coachella Valley Unified School District Board of Trustees held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Board of Trustees adopted Resolution No. 2010-47 which certifies, as required by Education Code §60119 that 1) textbooks and instructional materials were provided to all students, including English learners, in the district to the extent that each pupil has a standards-aligned textbook or instructional materials, or both, to use in class and to take home, 2) sufficient textbooks and instructional materials were provided to each student, including English learners, that are aligned to the academic content standards and are consistent with the cycles and content of the curriculum frameworks in mathematics, science, history-social science, and English/language arts, including the English language development component of an adopted program, and 3) sufficient textbooks or instructional materials were provided to each pupil enrolled in foreign language or health classes, and 4) sufficient laboratory science equipment was available for science laboratory classes offered in grades 9-12, inclusive. School Facilities & Safety All of Coachella Valley Unified School District’s schools provide a safe, clean environment for learning through proper facilities maintenance and campus supervision. School facilities are all upto-date and provide adequate space for students and staff. The district administers a scheduled maintenance program which includes annual facilities inspections to ensure that all classrooms and facilities are well-maintained and in good repair. Coachella Valley Unified School District participates in the state’s deferred maintenance program which provides dollar-for-dollar matching funds to assist school districts with major repairs or replacement of existing school building components; these typically include roofing, plumbing, heating, air conditioning, electrical systems, interior/exterior painting, and floor systems. During the 2008-09 school year, Coachella Valley Unified School District allocated $389,953.40 of deferred maintenance funds for repair or replacement projects in the following categories: electrical systems, flooring, heating/air conditioning systems, painting, paving, plumbing, roofing, and heat pump replacements. 4 School Inspection Results & Deferred Maintenance Expenditures Most Recent Inspection Date Overall Rating of School Conditions Deferred Maintenance Expenditures Cesar Chavez Elem. 11/19/09 Fair $ Coral Mountain Academy 10/12/09 Good $ 64,279 - John Kelley Elem. 12/15/09 Good $ 36,879 Las Palmitas Elem. 12/1/09 Good $ - Mecca Elem. 11/17/09 Good $ 16,116 Mountain Vista Elem. 11/18/09 Good $ - Oasis Elem. 11/17/09 Good $ 3,275 Palm View Elem. 11/19/09 Fair $ 15,769 Peter Pendleton Elem. 11/18/09 Fair $ 28,660 Saul Martinez Elem. 11/17/09 Good $ 1,200 Sea View Elem. 11/30/09 Good $ - Valle Del Sol Elem. 10/13/09 Fair $ - Valley View Elem. 12/1/09 Fair $ 84,069 Westside Elem. 11/23/09 Good $ 12,250 Bobby Duke Middle 11/19/09 Good $ - Cahuilla Desert Academy 11/18/09 Good $ 10,089 Toro Canyon Middle 11/24/09 Fair $ - Coachella Valley High 11/23/09 Fair $ 92,144 Desert Mirage High 11/24/09 Fair $ - West Shores High 11/30/09 Fair $ - La Familia High 10/19/09 Good $ 33,048 District Demographic Summary
