Dr. Ralph Bunche Elementary School - axiomadvisors.net€¦service to others. Please visit our PTO ... students with opportunities to learn self-discipline through a system of consistent

1Dr. Ralph Bunche Elementary School Published: February 2012

2010-2011 School Accountability Report Card

Dr. Ralph Bunche Elementary School

PrincipalSynee [email protected]

Executive Cabinet MembersKaren Frison Interim Superintendent

Dr. Abimbola Ajala-WilliamsAssociate Superintendent, Elementary Schools

JaMaiia BondAssociate Superintendent, Secondary Schools

Alejandro FloresAssociate Superintendent, Human Resources

Deborah WillardAssociate Superintendent, Business & Administrative Services

Dr. Ramon ZavalaInterim Assistant Superintendent, Accountability, Instruction and EL

Hourie TaylorChief of School Police

Board of EducationMargie Garrett, PresidentEmma Sharif, Vice President

Micah Ali, ClerkSkyy D. FisherLegislative RepresentativeMae Thomas, MemberMarjorie Shipp, MemberSatra Zurita, MemberDenzell Perry, Student Board Member

www.compton.k12.ca.us 162

23 S

. Has

kins

Ln.

• Ca

rson

, CA

9074

6 • (3

10) 8

98-6120 • (310) 329-6056 Fax

School MottoAll Bunche Students Are College Bound!

School Mission StatementTo build a community of productive life-long learners who

critically think of ways to create a human and just society through excellence in thought and action, both personnally and globally.

Principal’s MessageRalph J. Bunche Elementary School is a wonderfully unique elementary school

within the Compton Unified School District situated in the city of Carson. Located in a college community, we pride ourselves in providing a well-rounded education

for students in grades kindergarten through fifth with a focus on post high school education. At Bunche Elementary we know that “All students are College Bound”

when we live the possibilities. In order to ensure academic success for all students our school vision is reflective of what we want a student to look like when exiting the

school in the year 2013-2014. Our academic program includes English/language arts, English language development, math, science, social studies, visual and performing arts,

and physical education. Ultimately, we are preparing students to compete in a global market, communicating with people in other countries and understanding the systems of those

countries.

The school mission is “to build a community of productive life-long learners who critically think of ways to create a human and just society through excellence in thought and action, both personnally and globally.” Previously, we have worked to uphold our mission by donating money to schools in underdeveloped countries and we are planning future events that involve student service to others.

Please visit our PTO website at www.bunchebearspto.org or facebook page for more information about our school programs.

Community & School ProfileCompton Unified School District serves grades pre-kindergarten through twelve in the Compton area as well as the neighboring communities of Carson, Enterprise, South Los Angeles and Willowbrook. The district is comprised of twenty-four elementary schools, eight middle schools and three comprehensive high schools, as well as one continuation high school, one pregnant minors program, one independent study program, two community day schools, an adult school and a Regional Occupation Program (ROP). Total enrollment for the district at the beginning of the 2010-11 school year was 24,221 students in grades kindergarten through twelve.

Located in Northwest Carson, Bunche Elementary School provides students in grades kindergarten through five with a curriculum that emphasizes reading, writing and math skills while meeting California Content Standards. Teachers and staff work together to make the curriculum culturally relevant to students. In addition, each grade level is assigned a month in which to celebrate diversity through a schoolwide performance.


During the 2010-11 school year, 365 students were enrolled on a traditional semester schedule. Student demographics are shown in the chart.

In an effort to promote post-secondary education as an attainable goal for all students, each classroom is named for a university or college. The curriculum is designed to encourage students to continue their education past high school. “Goal Walls” allow students to set goals for the current year, their academic career, and adult life.

Discipline & Climate for LearningStudents at Bunche Elementary School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. The school’s discipline philosophy promotes a safe school, and demonstrates that good discipline is a solid foundation on which to build an effective school.

Bunche Elementary School follows a progressive discipline model as well as a character development program.

The goal of Bunche Elementary School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Parents and students are informed about discipline policies at the beginning of each school year through the School-Home Compact, and Parent/Student Handbook, which emphasize the characteristics of a champion, and daily behavior sheets which are sent home with students. Weekly announcements and parent conferences provide notification of changes in programs and policies.

The suspensions and expulsions table illustrates total cases for the school and district, as well as the percentage of total enrollment (number of suspensions divided by total enrollment). Suspensions and expulsions are expressed in terms of total infractions, not total number of students, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives have been exhausted.

Extracurricular Activities•Students are encouraged to participate in the school’s additional academic and extracurricular activities that are an integral part of the educational program. These schoolwide and classroom incentives promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems.

Extracurricular activities include the following:

• Basketball • Soccer• Football • Guitar• GATE Club • Student Council• Cheer Squad • Spanish• Distinguished Gentleman of Bunche • GEMS• Literacy Legacy Conference• After-School Education & Safety (ASES) Program • College Bound Elementary for fourth and fifth graders

Student RecognitionStudents receive certificates, ribbons, prizes, and various awards at special presentations and the year-end assembly. Students are presented with Gold Tickets when they demonstrate academic success, or positive behavior. Every Friday during morning exercise a raffle is held for the receipients of the Gold Tickets. There is one winner per class in the Gold Ticket Raffle.

Students achieving Perfect Attendance are recognized during quarterly assemblies with certificates. Teachers also provide classroom incentives to promote good attendance.

Teachers select a “Student-of-the-Month” based on the Champions Creed. Each student earning this honor receives a certificate for a meal or recreation. Writing awards are also given each month. Students who exhibit writing excellence improvement are recognized monthly.

HomeworkHomework is a fundamental part of the learning process that helps to develop basic academic and study skills as well as promote student responsibility and self-discipline. Homework is assigned on a regular basis for all grade levels and major subject areas, and each teacher determines the appropriate measure of homework for his or her students. Students are expected to complete their homework assignments in a timely manner and to the best of their ability. Parents are encouraged to provide a supportive environment for homework activities and to be responsible for reviewing homework assignments with their child.

School Enrollment & AttendanceSchool districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, attendance is critical to academic achievement and regular daily attendance is a priority at the school. Student attendance is carefully monitored to identify those students exhibiting excessive absences. The chart illustrates the trend in enrollment for the last three years.

Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. An automated system contacts the home of an absent student. The attendance clerk and the school’s counselor makes phone calls to the homes of students to verify excessive absences and encourage parents to see that their children are in attendance each day.

Students are referred to the district’s School Attendance Review Board (SARB) when they have persistent attendance and/or behavioral problems in school, and when the normal avenues of classroom, school and district counseling are not effective.

Suspensions & ExpulsionsSchool District

08-09 09-10 10-11 08-09 09-10 10-11

Suspensions 36 32 51 4404 7835 2302

Suspension Rate 7.9% 8.2% 14.0% 16.1% 29.9% 9.5%

Expulsions 0 0 0 4 4 2

Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Enrollment Trend by Grade Level2008-09 2009-10 2010-11

K 64 54 44

1st 77 62 50

2nd 65 69 59

3rd 92 55 70

4th 65 86 56

5th 90 62 83

Student Enrollment by Ethnic Group2010-11

Percentage

African American 46.3%

Asian 0.3%

Filipino 0.3%

Hispanic or Latino 40.0%

Pacific Islander 0.3%

White 0.3%

Two or More 0.5%

None Reported 12.1%


Class SizeParent volunteers and instructional aides assist teachers in the classroom. The table indicates the average class size by grade level, as well as the number of classes offered in reference to their enrollments.

Curriculum ImprovementAll curriculum development in Compton Unified School District revolves around the California State Content Standards and Frameworks. Curriculum is reviewed through careful analysis of assessment data to ensure that it is aligned with the state standards. The district’s curriculum guides are updated regularly to align with the state standards, district goals, and the statewide assessment program. Teachers align classroom curriculum to ensure that all students meet or exceed state proficiency levels.

At-Risk InterventionsThe Response to Intervention (RtI) Team is available to assist at-risk students with their school work. The After-School Education and Safety (ASES) program is also available for students who need additional enrichment, tutoring, or homework help. There is also intervention during the school day for ELL students and students not meeting grade level standards.

School LeadershipLeadership at Bunche Elementary School is a responsibility shared among district administration, instructional staff, students, and parents. Primary leadership duties at the school have been assumed by Principal Synee Pearson for the past five years. Prior to this position, Ms. Pearson served in various administrative roles and as a classroom teacher. She has 17 years of experience in education.

Staff members participate on teams that ensure that the instructional programs are consistent with students’ needs and comply with district goals. Opportunities for involvement include:

• Parent Teacher Organization (PTO)• School Advisory Committee (SAC)• Data Team• Writing Committee• School Site Council (SSC)• Leadership Team• Safety Committee• English Language Advisory Committee (ELAC)

Counseling & Support StaffIn addition to academics, the staff at Bunche Elementary School strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. Students with behavior problems sign a contract with teachers to improve their behavior.

If the problem persists a Behavior SST form from the district is completed for support from the special needs department. The chart displays a list of support services that are offered to students at the school.

GATEStudents qualifying for the Gifted and Talented Education (GATE) program receive differentiated instruction in all subject areas. The focus of the GATE program is to accelerate the curriculum based on the students’ abilities and promote project based learning.

English LearnersThe California English Language Development Test (CELDT) is administered annually to all English Learners (EL) to determine language proficiency (“Beginning” to “Advanced”). EL students are placed with appropriately credentialed teachers and grouped in class based on proficiency level. All teachers use EL Univeral Access and/or Specifically Designed Academic Instruction in English (SDAIE) methods to instruct EL students. English Language Development (ELD) is also provided for all EL students during a specific block of time each day.

Special EducationStudents with special education needs are accommodated with a variety of options and in the least restrictive environment possible. An Individual Education Plan (IEP) is developed for any student with emotional, social, and/or developmental disabilities. The IEP defines the individualized instruction a special needs student will receive, which may include placement in a Special Day Class, the Resource Specialist Program, and/or sessions with other members of the support staff.

For students with temporary and/or health-related disabilities (e.g., broken leg, diabetes, etc.), Section 504 Plans are available. Section 504 Plans are more flexible than the traditional IEP, but allow for appropriate accomodations when the need arises.

Parent & Community InvolvementParents and the community are very supportive of the educational programs at Bunche Elementary School. The school and its staff are proud of the high parent turnout for parent/teacher conferences, STAR Night, and Back-to-School Night.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

09 10 11 09 10 11 09 10 11 09 10 11

By Grade Level

K 22 14 17 - 3 3 3 - - - - -

1 26 21 26 - 3 - 2 - 2 - - -

2 21 17 19 - 4 2 3 - 1 - - -

3 21 16 23 1 3 1 2 - 2 - - -

4 19 24 19 4 - 1 - 3 2 - - -

5 28 26 29 - - 1 2 2 - - - 2

Other 23 - - - - - 1 - - - - -

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Adaptive PE Specialist 1 0.2

Bilingual Instructional Aide 1 1.0

Campus Security Assistant 1 1.0

Curriculum Specialist 1 1.0

Health Assistant 1 1.0

Library Assistant 1 1.0

Occupational Therapist 1 As Needed

Program Specialist 1 0.2

Resource Specialist Program (RSP) Teacher 1 1.0

School Psychologist 1 0.2

SDC Paraprofessional 5 5.0

Special Day Class (SDC) Teacher 2 2.0

Speech and Language Specialist 1 0.4


The Parent Teacher Organization (PTO) plays an active role through fundraising and involvement in special activities, extracurricular activities, and parent education. Parents are also active as volunteers in the classroom and donate their time to serve on committees such as the English Language Advisory Committee (ELAC), Leadership Team, School Advisory Council, and School Site Council. We have a core group of parents who volunteer during the day assisting teachers in classrooms and/or preparing materials for instruction.

The school also benefits from partnerships with local businesses including: Joe’s Crab Shack, Shakey’s, and Reading is Fundamental (RIF).

California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent three-year period.

The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For results on course specific tests, please see http://star.cde.ca.gov.

Student Achievement & TestingCompton Unified School District has developed a comprehensive assessment and accountability plan to ensure that information regarding student performance is used to continuously improve the instructional program and to communicate with parents about their child’s achievement. The Standardized Testing and Reporting (STAR) program, weekly authentic assessments, and quarterly benchmark tests are used to determine whether each student is performing below, at, or above grade level standards. In addition, the California English Language Development Test (CELDT) are used to assess the skills of English Learner (EL) students.

Physical FitnessIn the spring of each year, the school is required by the state to administer a physical fitness test to all fifth grade students. The physical fitness test measures each student’s ability to perform fitness tasks in six major areas: Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extension Strength, Upper Body Strength, and Flexibility. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the healthy fitness zone (HFZ).

Federal Intervention ProgramSchools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

California Standards Test (CST)Subject School District State

2009 2010 2011 2009 2010 2011 2009 2010 2011

English/Language Arts 48 56 45 27 32 34 50 52 54

Mathematics 60 67 67 31 38 38 46 48 50

Science 24 35 61 26 33 37 50 53 56

History/Social Science * * * 14 20 23 41 44 48

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 34 38 37 23

School 45 67 61 *

African American/Black 51 71 61 *

Hispanic or Latino 39 66 59 *

Males 36 65 56 *

Females 58 69 67 *

Socioeconomically Disadvantaged 43 66 60 *

English Learners 28 61 56 *

Students with Disabilities 15 44 * *


Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2004-2005

Year in PI (2011-12) - Year 3

# of Schools Currently in PI - 24

% of Schools Identified for PI - 60.00%

Percentage of Students in Healthy Fitness Zone2010-11

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 25.9% 14.8% 11.1%



Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the most recent Growth API at the school, district, and state level.

Adequate Yearly ProgressNo Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in ELA and mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and mathematics.

• API as an additional indicator. • Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table.

Library & Computer ResourcesThe school’s library, staffed by a full-time library assistant, is stocked with hundreds of books that are available for students to check out. Students visit the library weekly, and are encouraged to visit on breaks and after school. Part of the library contains leveled books for Accelerated Reader allowing students to check out books at their independent reading level.

Computer skills and concepts are integrated throughout the standard curriculum to prepare students for technological growth and opportunities. Nearly all classrooms have two computers for student and teacher use. Students also have daily access to the campus computer lab which contains 30 Internet-accessible workstations and a mobile lab with laptops. Students receive computer-assisted instruction as it relates to the content standards.

API School Results2008 2009 2010

Statewide 5 4 6

Similar Schools 10 8 9

Group 08-09 09-10 10-11All Students at the School

Actual API Change -7 38 -17

Black or African American


Hispanic or Latino


Socioeconomically Disadvantaged


English Learners


Growth APISchool District State

Number of

Students

Growth Score

Number of

Students

Growth Score

Number of

Students

Growth Score

All Students at the School 251 789 17,265 686 4,683,676 778

Black or African American 130 809 3,114 658 317,856 696

Hispanic or Latino 100 770 13,577 694 2,406,749 729

Socioeconomically Disadvantaged 191 779 15,415 689 2,731,843 726

English Learners 81 752 11,501 681 1,521,844 707

Students with Disabilities 34 581 1,581 495 521,815 595

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No Yes No No

API School Results Yes Yes

Graduation Rate N/A Yes


Textbooks & Instructional MaterialsThe Los Angeles County Office of Education inspected all school sites in the district at the start of the 2011-12 school year, pursuant to the settlement of Williams vs. the State of California. This thorough investigation was conducted to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or science laboratory equipment. The date of the most recent resolution on the sufficiency of textbooks is October 11, 2011.

All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use in the classroom and to take home. Additionally, all textbooks and instructional materials used within the district must be aligned with the California State Content Standards and Frameworks, with final approval by the Board of Education. The chart displays data collected in November 2011 in regard to the textbooks in use at the school during the current school year (2011-12).

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the Compton Public Library, which contains numerous computer workstations.

Teacher Evaluation & Professional DevelopmentA constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation criteria. Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated once every other year.

Evaluation criteria include: Engaging and Supporting all Students in Learning, Understanding and Organizing Subject Matter for Student Learning, Assessing Student Learning, Creating and Maintaining Effective Environments for Student Learning, Planning Instruction and Designing Learning Experiences for all Students, Developing as a Professional Educator, and Teaching the California State Standards.

Staff members build teaching skills and concepts through participation in conferences and workshops throughout the year. For the past three years, the district has not sponsored any staff development days. Teachers can participate in staff development during minimum days. Topics include Thinking Maps, Swun Math, Professional Learning Communities, Laurel Writing, Universal Template, Universal Access for English Learners, Standards-aligned Instruction, Differentiated Instruction, Response to Intervention, Kindergarten Reading Initiative, Read 180, Strategies to Use When Kids Can’t Read, Mainstream ELD, Aeries Browser Interface, School Loop, and more.

Teacher AssignmentCompton Unified School District recruits and employs only the most qualified credentialed teachers.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year.

Highly Qualified TeachersThe Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

K-5English

Language Development

Hampton Brown 2001 Yes 0.0%

K-5 English/Language Arts

SRA/McGraw-Hill 2002 Yes 0.0%

K-5 Health MacMillan/ McGraw Hill 2006 Yes 0.0%

K-5 Mathematics MacMillan/ McGraw Hill 2001 Yes 0.0%

K-5 Science Scott Foresman 2008 Yes 0.0%

K-5Social

Science/History

Scott Foresman 2006 Yes 0.0%

K-5Visual and Performing

Arts

MacMillan/ McGraw Hill 2008 Yes 0.0%

K-5Visual and Performing

Arts

SRA/McGraw-Hill 2007 Yes 0.0%

Teacher Credential StatusSchool District

08-09 09-10 10-11 10-11

Fully Credentialed 20 20 16 1055

Without Full Credentials 1 0 0 34

Working Outside Subject 0 0 0 26

Misassignments/Vacancies09-10 10-11 11-12

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0 NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.0% 0.0%

District 85.8% 14.2%

High-Poverty Schools in District 85.8% 14.2%

Low-Poverty Schools in District N/A N/A


School Facilities & SafetyBunche Elementary School, originally constructed in 1956, and is currently comprised of 20 classrooms, a cafetorium, two libraries, one staff lounge, a parent center, and two playgrounds. The chart displays the results of the most recent school facilities inspection, provided by the district on November 2011.

School SafetyThe safety of students and staff is a primary concern of Bunche Elementary School. All visitors to the campus must sign in at the office and wear a visitor’s pass at all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared among volunteers, teachers, paraprofessionals, and administrators.

To further safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed by the School Site Council. The Safety Plan was most recently updated in November 2011; any revisions and updates are reviewed immediately with the staff. Key elements of the Safety Plan focus on the following:

• School rules & procedures • Disaster procedures/routine & emergency drills• Current status of school crime • Notification to teachers• Child abuse reporting procedures • Schoolwide dress code • Policies related to suspension/expulsion • Sexual harassment policy• Safe ingress & egress of pupils, parents/guardians, & school employees

The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Safety drills, including fire, earthquake, and lockdown, are held on a rotating basis throughout the year.

Cleaning ProcessThe school provides a safe and clean environment for students, staff, and volunteers. The district’s Board of Education has adopted cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the school’s custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment.

Maintenance & RepairA scheduled maintenance program is administered by the school’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Compton Unified School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.

School Facility ConditionsDate of Last Inspection: 01/14/2009

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X Admin - No air.

Interior X

Room E6 - 1 panel (ceiling) mildew in A/C condensation. Room E7 - 2 Panels (ceiling) A/C Condensation. Room L-14 - 4 stained ceiling panels, appear to be A/C leaking. Room L-23 Storage - Back Room

Ceiling Leaks. Room L-22 - A/C Condensation one ceiling panel. Room L-21 - A/C condensation on ceiling panel. Portable Cl computer

lab - Frayed Carpet. Room 5 Portable Cl - Frayed Carpet. Room Portable CR 1 - A/C one ceiling panel (A/C condensation). Room C2 - 1 ceiling panel A/C leak (condensation). Room C1 - 1 celing panel

A/C leek (condensation).

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X Cafe - Plumbing - pipe leak.

External (Grounds, Windows, Doors, Gates, Fences)

X


Deferred Maintenance BudgetThe State School Deferred Maintenance Budget Program provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes the following: Roofing, Plumbing, Heating & Air Conditioning, Electrical Systems, Interior/Exterior Painting, and Flooring.

For the 2011-12 school year, Compton Unified School District has budgeted $1.87 million for the deferred maintenance program. The district’s Board of Trustees has approved deferred maintenance projects for the school that will result in repair/replacement of parking & driveways, walkways, courts & paved areas; playfields and grass areas; playground equipment; perimeter fencing; outdoor shading structures; exterior lighting; PA and clocks/bell systems.

Teacher & Administrative SalariesThe table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, www.cde.ca.gov.

School Site Teacher SalariesThe chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on 2009-10 financial statements).

District Expenditures & Revenue SourcesThe chart provides a comparison of the school’s per pupil funding (from both restricted and unrestricted sources) with district and state (unrestricted) sources.

In addition to general state funding, Compton Unified School District received state and federal funding for the following categorical, special education, and support programs:

• Peer Assistance & Review • Economic Impact Aid (EIA)• Tobacco Use Prevention Education (TUPE) • Title I, Part A: Basic Grant • Title II, Parts A & D: Teacher Quality & Technology • Title IV, Part A: Safe & Drug Free Schools & Communities• Title V, Part A: Innovative Programs

Contact InformationParents or community members who wish to participate in the school’s leadership teams, committees, activities, or become a volunteer may contact the main office at (310) 898-6120. The district website (www.compton.k12.ca.us) also provides a variety of resources and helpful information for parents, students, and the community.

Data SourcesData within the SARC was provided by the district, retrieved from the 2010-11 SARC template, Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website.

Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

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.

Average Salary InformationTeachers - Principal - Superintendent

2009-10 District State

Beginning Teachers $38,621 $42,017

Mid-Range Teachers $66,543 $67,294

Highest Teachers $87,028 $86,776

Elementary School Principals $105,853 $108,534

Middle School Principals $109,232 $112,893

High School Principals $127,642 $123,331

Superintendent $220,000 $226,417

Salaries as a Percentage of Total Budget

Teacher Salaries 35.0% 39.4%

Administrative Salaries 6.8% 5.3%

Expenditures per PupilSchool

Total Expenditures Per Pupil $5,827

From Restricted Sources $1,614

From Unrestricted Sources $4,213

District


Percentage of Variation between School & District -26.15%

State


Percentage of Variation between School & State -22.77%

Average Teacher SalariesSchool & District

School $54,850

District $66,106

Percentage of Variation -17.03%

School & State

All Unified School Districts $69,207

Percentage of Variation -20.75%

Documents

Dr. Ralph Bunche Elementary School - axiomadvisors.net€¦service to others. Please visit our PTO ... students with opportunities to learn self-discipline through a system of consistent