Rafael Cordero Molina Elementary School School Profile

Rafael Cordero MolinaElementary SchoolSchool ProfileFebruary 2006John A. DonohueBrian C. MedleyPrincipalVice Principal

Rafael Cordero Molina Elementary SchoolVISIONRafael Cordero Molina School will continue to maintain our position as a Center ofExcellence where the staff recognizes the right of every child to receive a qualityeducation. Traditional and innovative planning by skilled and professional educators willencourage student effort to succeed. The organization and operation of the school willimpress upon the staff, the students, the parents and the community that our total focus isthe education, the well-being and the future of our children.MISSIONOur school will be a place where students are the most important consideration. Our staffwill understand child development as well as the psychological needs of children andadopt methods to foster self esteem and well being in our students. The curriculum andinstructional practices will reflect our commitment to the growth and success of ourstudents, not only in academics, but also in skills which will build self confidence andfeelings of self worth. Our students will be given the opportunity to use appropriatesocial skills in many situations and activities. The school will provide a clean, secure,safe and comfortable learning environment for students. All members of our staff willwarmly welcome the parents of our students and we will seek to involve them and thecommunity in meaningful activities within the school program. We will offer support inparenting and life skills to parents who give us the opportunity. We will reach out to ourparents through increased staff participation in PTA and community activities. We willkeep all parents informed of school functions and provide a space where they can planand contribute to the life of our school community.

OUR SCHOOLR. C. Molina School, located in North Camden, serves a student population which isapproximately 75% Hispanic, 24% African-American, and 1% Caucasian. The schoolencompasses two separate buildings, which are across the street from each other: theMain Building, built in 1976, and the Annex, built in 1902. Certain staff members serveboth buildings: Principal, Vice Principal, Technology Coordinator, Librarian, ComputerTeacher, Nurse, Child Study Team, Guidance Counselors, Parent Coordinator, Music,Art, Physical Education, Science and Spanish teachers, Speech, Occupational andPhysical Therapists, Literacy and Math Coaches and the ESL teachers. Four custodiansand two matrons serve both buildings as needed. Each building has its own SecurityOfficer(s), food service staff and kitchen.The Annex houses twelve classes: 5 Fourth grades, 6 Fifth Grades and 1 Special Needsclass. It provides space for the Vice Principal, a Guidance Counselor, a Nurse, an ESLteacher and a Computer Lab.Approximately 200 students are housed in the Annex with the staff that serves them: 14classroom teachers and 2 instructional assistants. Classes from the Annex cross the streetseveral times daily for instruction in PE, Library and Computer, to participate in Speech,OT and PT and to attend assembly programs. Music, Art, PE, Science and Spanishteachers as well as the Literacy and Math coaches, move between the buildings.The Main Building houses approximately 450 students, served by 32 classroom teachersand 24 instructional assistants (two instructional assistant positions remain vacant) in 28classrooms: 2 Pre-Kindergarten, 5 Kindergarten, 5 First Grades, 5 Second Grades, 4Third Grades and 9 Special Needs classrooms. There is also a Library, ComputerInstruction Lab, Computer Lab, Multi-Purpose Room and 2 Small Group Instructionrooms. It provides space for the Principal, Guidance Counselor, Nurse, 2 office clerks, 1attendance clerk, the Literacy and Math Coaches, Parent Coordinator, OT and PT,Technology Coordinator, and the Child Study Team. At the Kindergarten through FifthGrade levels there is a Bilingual class and an Inclusion class in addition to the GeneralEducation classes.

MOLINA STAFFInstructional Staff Ethnicity20%36%44%WhiteAfrican AmericanHispanicInstructional Staff Gender15%MaleFemale85%INSTRUCTIONAL STAFF DEGREESBA / BS MA / MS PhD / Ed D2001 - 2002 74.0 26.0 02002 - 2003 68.7 31.3 02003 - 2004 68.6 31.4 02004 - 2005 64.5 34.2 1.3

Highly Qualified StaffPhD / Ed D MA / MS BA / BS6050403020100AdministratorClassroomTeachersEducationalSupport ServicesTotalNon-Certified Support Staff15%15%7%63%Teacher AidesClerical /SecretaialService WorkersLaborers

STUDENT DATAEnrollmentSY 02-03 SY 03-04 SY 04-05General Education 528 409 650Special Education 100 93 118LEP 78 65 74TOTAL 706 567 842ETHNICITY600500400300200WhiteAfrican AmericanHispanicAsian1000SY 02-03 SY 03-04 SY 04-05MOBILITY RATESY 02-03 SY 03-04 SY 04-0541.6% 32.9% 43.5%

STUDENT ATTENDANCE94.00%93.50%93.00%92.50%92.00%91.50%91.00%90.50%93.70%92.60%91.60%SY 02-03 SY 03-04 SY 04-05ADA RateLUNCH640620600580560SY 02-03 SY 03-04 SY 04-05LUNCH Free

Assessment of Skills and Knowledge – Grade 3Language Arts Literacy - Total PopulationNJASK 3Percentage80%70%60%50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2003-20042004-2005Levels of ProficiencyLanguage Arts Literacy - General EducationNJASK 370%60%Percentage50%40%30%20%2003-20042004-200510%0%AdvancedProficientProficient Partially ProficientLevels of Proficiency

Language Arts Literacy - Limited EnglishNJASK 3Percentage90%80%70%60%50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2003-20042004-2005Levels of ProficiencyLanguage Arts Literacy - Special EducationNJASK 3100%80%Percentage60%40%20%2003-20042004-20050%AdvancedProficientProficient Partially ProficientLevels of Proficiency

Mathematics - Total PopulationNJASK 3Percentage60%50%40%30%20%10%2003-20042004-20050%AdvancedProficientProficient Partially ProficientLevels of ProficiencyMathematics - General EducationNJASK 3Percentage80%70%60%50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2003-20042004-2005Levels of Proficiency

Mathematics - Limited EnglishNJASK 3Percentage50%40%30%20%10%2003-20042004-20050%AdvancedProficientProficient Partially ProficientLevels of ProficiencyMathematics - Special EducationNJASK 3Percentage90%80%70%60%50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2003-20042004-2005Levels of Proficiency

Assessment of Skills and Knowledge – Grade 4Language Arts Literacy - Total PopulationNJASK 470%60%Percentage50%40%30%20%10%0%LAL AdvancedProficientLAL ProficientLAL PartiallyProficient2000-20012001-20022002-20032003-20042004-2005Levels of ProficiencyLevels of Proficiency - General EducationNJASK 4Percentage80%70%60%50%40%30%20%10%0%LAL AdvancedProficientLAL ProficientLAL PartiallyProficient2000-20012001-20022002-20032003-20042004-2005Levels of Proficiency

NJASK 4 - Limited English90%Percentage80%70%60%50%40%30%20%10%0%LAL AdvancedProficientLAL ProficientLAL PartiallyProficient2000-20012001-20022002-20032003-20042004-2005Levels of ProficiencyLevels of Proficiency - Special EducationNJASK 4100%80%Percentage60%40%20%0%LAL AdvancedProficientLAL ProficientLAL PartiallyProficient2000-20012001-20022002-20032003-20042004-2005Levels of Proficiency

Mathematics - Total PopulationNJASK 470%60%Percentage50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2000-20012001-20022002-20032003-20042004-2005Levels of ProficiencyMathematics - General EducationNJASK 470%60%Percentage50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2000-20012001-20022002-20032003-20042004-2005Levels of Proficiency

Mathematics - Limited EnglishNJASK 470%60%Percentage50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2000-20012001-20022002-20032003-20042004-2005Levels of ProficiencyMathematics - Special EducationNJASK 4Percentage90%80%70%60%50%40%30%20%10%0%AdvancedProficientProficient Partially Proficient2000-20012001-20022002-20032003-20042004-2005Levels of Proficiency

Data Analysis - Total PopulationYear LAL Proficiency % Math Proficiency %2002 69.5% 47.5%2003 55.2% 52.4%2004 40.9% 25.7%2005 42.1% 31.0%Data Analysis - General EducationYear LAL Proficiency % Math Proficiency %2002 73.9% 49.3+7.2 =56.5%2003 46.2% 34.8+11.2=46.0%2004 54.8% 21.9+27.4=49.3%2005 52.0% 33.8+29.9=63.7%Data Analysis - Special Education PopulationYear LAL Proficiency % Math Proficiency %2002 28.6% 28.6%2003 7.1% 42.9%2004 13.0% 13.6%2005 5.6% 13.0%Data Analysis - LEP PopulationYear LAL Proficiency % Math Proficiency %2002 66.7% 50.0+16.7=66.7%2003 25.0% 58.3+8.3 =66.6%2004 14.3% 64.3+14.3=78.6%2005 35.7% 43.8+18.8=62.6%