2011 - Blue Ribbon Schools Program
A Public School
School Type (Public Schools):
(Check all that apply, if any) /
Charter /
Title 1 /
Magnet /
Choice
Name of Principal: Mrs. Dorri Neal
Official School Name: William Collier Elementary School
School Mailing Address: / 20150 Mayhall DriveWildomar, CA 92595-8272
County: Riverside / State School Code Number: 33751766115174
Telephone: (951) 253-7630 / E-mail:
Fax: (951) 253-7631 / Web URL: www.leusd.k12.ca.us
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
______Date ______
(Principal’s Signature)
Name of Superintendent*: Dr. Frank Passarella Superintendent e-mail:
District Name: Lake Elsinore Unified District Phone: (951) 253-7000
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
______Date ______
(Superintendent’s Signature)
Name of School Board President/Chairperson: Mrs. Susan Scott
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
______Date ______
(School Board President’s/Chairperson’s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project Manager () or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173.
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PART I - ELIGIBILITY CERTIFICATION / 11CA21The signatures on the first page of this application certify that each of the statements below concerning the school’s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as "persistently dangerous" within the last two years.
3. To meet final eligibility, the school must meet the state's Adequate Yearly Progress (AYP) requirement in the 2010-2011 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2005.
6. The nominated school has not received the Blue Ribbon Schools award in the past five years: 2006, 2007, 2008, 2009 or 2010.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitution’s equal protection clause.
10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II - DEMOGRAPHIC DATA / 11CA21All data are the most recent year available.
DISTRICT
1. / Number of schools in the district: / 14 / Elementary schools(per district designation) / 4 / Middle/Junior high schools
4 / High schools
0 / K-12 schools
22 / Total schools in district
2. / District per-pupil expenditure: / 7057
SCHOOL (To be completed by all schools)
3. / Category that best describes the area where the school is located: / Small city or town in a rural area4. / Number of years the principal has been in her/his position at this school: / 1
5. / Number of students as of October 1, 2010 enrolled at each grade level or its equivalent in applying school:
Grade / # of Males / # of Females / Grade Total / # of Males / # of Females / Grade Total
PreK / 15 / 8 / 23 / 6 / 0 / 0 / 0
K / 44 / 41 / 85 / 7 / 0 / 0 / 0
1 / 63 / 52 / 115 / 8 / 0 / 0 / 0
2 / 47 / 51 / 98 / 9 / 0 / 0 / 0
3 / 48 / 49 / 97 / 10 / 0 / 0 / 0
4 / 36 / 47 / 83 / 11 / 0 / 0 / 0
5 / 51 / 47 / 98 / 12 / 0 / 0 / 0
Total in Applying School: / 599
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6. / Racial/ethnic composition of the school: / 1 / % American Indian or Alaska Native2 / % Asian
2 / % Black or African American
63 / % Hispanic or Latino
1 / % Native Hawaiian or Other Pacific Islander
31 / % White
0 / % Two or more races
100 / % Total
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. / Student turnover, or mobility rate, during the 2009-2010 school year: / 15%This rate is calculated using the grid below. The answer to (6) is the mobility rate.
(1) / Number of students who transferred to the school after October 1, 2009 until the end of the school year. / 49
(2) / Number of students who transferred from the school after October 1, 2009 until the end of the school year. / 38
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 87
(4) / Total number of students in the school as of October 1, 2009 / 585
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.15
(6) / Amount in row (5) multiplied by 100. / 15
8. / Percent limited English proficient students in the school: / 32%
Total number of limited English proficient students in the school: / 179
Number of languages represented, not including English: / 4
Specify languages:
Spanish, Vietnamese, Cambodian, and Arabic are the four non-English languages represented at William Collier Elementary School.
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9. / Percent of students eligible for free/reduced-priced meals: / 76%Total number of students who qualify: / 456
If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-priced school meals program, supply an accurate estimate and explain how the school calculated this estimate.
10. / Percent of students receiving special education services: / 7%
Total number of students served: / 80
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
15 / Autism / 4 / Orthopedic Impairment
0 / Deafness / 4 / Other Health Impaired
0 / Deaf-Blindness / 26 / Specific Learning Disability
2 / Emotional Disturbance / 24 / Speech or Language Impairment
2 / Hearing Impairment / 0 / Traumatic Brain Injury
3 / Mental Retardation / 0 / Visual Impairment Including Blindness
0 / Multiple Disabilities / 0 / Developmentally Delayed
11. / Indicate number of full-time and part-time staff members in each of the categories below:
Number of Staff
Full-Time / Part-Time
Administrator(s) / 1 / 0
Classroom teachers / 23 / 0
Special resource teachers/specialists / 2 / 0
Paraprofessionals / 0 / 18
Support staff / 6 / 0
Total number / 32 / 18
12. / Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1: / 25:1
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13. / Show the attendance patterns of teachers and students as a percentage. Only high schools need to supply graduation rates. Briefly explain in the Notes section any student or teacher attendance rates under 95% and teacher turnover rates over 12% and fluctuations in graduation rates.2009-2010 / 2008-2009 / 2007-2008 / 2006-2007 / 2005-2006
Daily student attendance / 96% / 97% / 96% / 97% / 95%
Daily teacher attendance / 95% / 95% / 95% / 92% / 96%
Teacher turnover rate / 0% / 1% / 1% / 0% / 0%
High school graduation rate / % / % / % / % / %
If these data are not available, explain and provide reasonable estimates.
In the 2006-2007 school year, three of the William Collier Elementary School teachers were going through serious medical issues including two with cancer. These long-term illnesses contributed to a higher than usual teacher absence rate for that school year.
14. / For schools ending in grade 12 (high schools): Show what the students who graduated in Spring 2010 are doing as of Fall 2010.
Graduating class size:
Enrolled in a 4-year college or university / %
Enrolled in a community college / %
Enrolled in vocational training / %
Found employment / %
Military service / %
Other / %
Total / 0 / %
PART III - SUMMARY / 11CA21
William Collier Elementary is a centerpiece academic environment located in the town of Wildomar, California. Bordered by the Ortega Mountains to the west, and a three-generation dairy farm to the north, our school is nestled in the heart of a close-knit community that values a solid American public school education. William Collier Elementary is named after one of the three settlers who founded this community over one hundred years ago, cultivating a long time tradition of academic excellence within all of the schools in our valley. Many of our families own their own homes; however they have also felt the effects of the economic depression that has hit our state, causing the numbers of socio-economically disadvantaged students to climb in recent years. It is not unusual for some parents to commute two hours each way to work every day. Our students are diverse: 63% Hispanic or Latino, 79% Socio-Economically Disadvantaged, and 32% English Learners. Our families are exceptionally supportive of the school’s vision of maintaining a strong commitment to creating a safe and secure atmosphere that is dedicated to the development of excellence, to students demonstrating responsibility and respect in themselves, their academics, and their school, for staff to nourish life-long learners by building students’ self-worth and trust through challenging, motivating, and encouraging each student to reach his/her intellectual and behavioral potential, and for the school to develop active community partnerships and foster a positive environment through mutual respect and involvement.
Our Mission Statement is “Push to Excellence!” For our school, this means that all students will have maximum opportunities to strive to meet or exceed grade level standards. All students will have maximum opportunities to acquire learning skills and strategies necessary to be successful in their secondary/post-secondary education. We want to push our students to put into practice what they learn and push ourselves as adult learners to pass along a life-long love of learning to our students. We want to push our school to be a community of learners who are actively applying gained knowledge and reshaping the world around us into a better place. Our school has received many awards over the years, most recently the California Distinguished School designation, and twice received the Federal Title I Achieving School honor. The local Lake Elsinore Unified School District Board of Trustees presented a banner to our site for surpassing an Academic Performance Index of 850 this past spring.
Each morning, we gather by class on the playground ten minutes before the school day starts to recite the Pledge of Allegiance together, celebrate our achievements, and review any rules that need to be reinforced. This time together is frequently concluded before the actual school bell rings, which means that all students are in their seats and attendance has been taken before the day begins. A strict adherence to this daily routine helps increase a focus on optimum time on task and provides students with as much as fifty minutes of value added learning time each week. Every Friday at our morning gathering we celebrate students who have been “Caught Being Good” and monthly assemblies celebrate the Students of the Month and classroom winners of our monthly writing competition, Tale of the Comet.