1George Washington Carver Elementary School Published: February 2012

George Washington Carver Elementary School

2010-2011 School Accountability Report CardPrincipalTheophane Korietkorie@compton.k12.ca.us

Executive Cabinet Members

Karen FrisonInterim Superintendent

Dr. Abimbola Ajala-WilliamsAssociate Superintendent, Elementary Schools

JaMaiia BondInterim Associate Superintendent, Middle 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 Education

Margie Garrett, PresidentEmma Sharif, Vice President

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

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StatementAll Carver scholars will achieve

mastery of the California State Standards and develop as well-rounded individuals.

Principal’s MessageWe at Carver are pleased to welcome you to the 2011-12 school

year and to present the accountability report card for the 2010-11 scool year. At Carver we honor learning and have high standards

and expectations for all our scholars. We work hard to ensure that each scholar will become not just academically outstanding, but also a socially

responsible citizen of the school community and society. Carver scholars exceeded the 800 API benchmark set by the State of California by achieving an

API of 832 in the 2010-2011 school year.

The rigorous academic program at Carver is guided by teachers and staff who are continuously evaluating their practice as they address the academic and social needs

of each scholar. Our academic program is supported by a number of extracurricular activities and clubs. These include Carver Music, The Gentlemen Scholars, the Scholastic

Ladies, Debate, Drama, Science, Student Council, and sports clubs among others.

Our parents are active partners in the achievement of our scholars. They work tirelessly at the parent center to support teachers with instruction and actively participate in student

goal setting and monitoring from week to week. We want to express our gratitude to our parents and to invite those who have not yet joined this school-home partnership to do so as

we continue to forge a child friendly and empowering environment for all our scholars. We are grateful to our school community and all partners for their support. We look forward to another successful school year for our school and scholars. After all, “Success Begins at Carver!”

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.

Carver Elementary School provides students in grades kindergarten through five with a curriculum that strives for the development of each child’s abilities based on project-based instruction while meeting California Content Standards. Carver Elementary observes many cultural celebrations, which occasionally includes a schoolwide assembly. During the 2010-11 school year, 332 students were enrolled on a traditional semester schedule. Student demographics are shown in the chart.www.compton.k12.ca.us

Student Enrollment by Ethnic Group2010-11

Percentage

African American/Black 16.0%

American Indian 0.3%

Hispanic or Latino 72.0%

White 0.6%

None Reported 11.1%

2George Washington Carver Elementary School Published: February 2012

Discipline & Climate for LearningStudents at Carver 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. The goal of Carver 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.

Carver Elementary School utilizes Positive Action, a character education program that focuses on one positive character trait each month, such as trustworthiness, respect, and responsibility. Each classroom leads a presentation highlighting the trait of the month at a morning assembly. Parents and students are informed about discipline policies at the beginning of each school year through an introduction letter. The Home-School Connection provides notification of events and changes in programs and policies each month.

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.

Student RecognitionCarver Elementary School’s student recognition program contributes to the positive environment of the school, and includes classroom and schoolwide awards. Students are recognized monthly for academic achievements, citizenship, and improvements in academic areas. Recognition includes, but is not limited to:

• Student-of-the-Month • Perfect Attendance• Principal’s Honor Roll • Monthly Reading Recognition

Students who score 80% or higher on schoolwide weekly assessments are also eligible to participate in the Principal’s Academic Excellence Assembly.

To encourage good attendance habits, certificates are awarded to classrooms with perfect attendance daily. Students with no absences are awarded monthly with certificates and announced over the school’s broadcast system. Classrooms with the highest point total at the end of the year are rewarded.

Extracurricular ActivitiesStudents 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 offered at the school include:

• Student Council • Book Club• Drama Club • Sports• Science Club • Computer Lab• After-school Enrichment Program • Spelling Bee• Debate Club • Scholastic Ladies• Gentlemen Scholars of Carver • Music

The Scholastic Ladies and Gentlemen Scholars of Carver provides mentoring to at-risk African American and Latino students. The program emphasizes character, leadership, and self-esteem.

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 abilities. 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 make 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.

Class SizeLocal high school students 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.

Suspensions & ExpulsionsSchool District

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

Suspensions 36 25 7 4404 7835 2302

Suspension Rate 10.0% 7.1% 2.1% 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 48 63 46

1st 67 57 61

2nd 66 56 58

3rd 64 68 50

4th 58 54 64

5th 56 56 53

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 16 14 16 3 3 3 - - - - - -

1 17 13 21 3 4 3 - - - - - -

2 21 18 19 1 3 3 2 - - - - -

3 21 22 17 1 - 3 2 3 - - - -

4 24 19 21 - 1 3 2 2 - - - -

5 25 17 18 - 1 3 2 2 - - - -

K-3 16 - - 1 - - - - - - - -

4-8 9 - - 1 - - - - - - - -

3George Washington Carver Elementary School Published: February 2012

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, curriculum mapping and educational pacing plans to ensure that it is aligned with the state standards. Teachers align classroom curriculum to ensure that all students meet or exceed state proficiency levels.

A renewed effort has led to incorporating visual and performing arts into the curriculum. Supplemental materials have been purchased to support reading, language, vocabulary, writing, and math.

At-Risk InterventionsSeveral programs are available in which students can receive academic assistance. Students who need additional instruction may receive tutoring after school from grade level teachers. In addition, the school offers several after-school programs to assist students who are struggling in reading and math.

School LeadershipLeadership at Carver Elementary School is a responsibility shared among district administration, instructional staff, students, and parents. Primary leadership duties at the school have been assumed by Theophane Korie begining in the 2009-10 school year. Principal Korie’s previous experience includes positions as an assistant principal at Vanguard and has a total of 14 years of experience.

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 Association (PTA)• School Site Council (SSC)• Leadership Team• Student Study Team• Safety Committee• English Language Advisory Committee (ELAC)• School Advisory Committee

Counseling & Support StaffIn addition to academics, staff strive to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to ensure that students receive the services they need. Support staff members are devoted to helping students deal with problems and assisting them to reach positive goals. The chart displays a list of support services that are offered to students at the school.

GATEStudents in grades two through five are tested and placement begins in third grade. The focus of the GATE program is to accelerate the curriculum based on students’ abilities. Instruction is diffentiated for students who qualify for the GATE program.

English LearnersThe California English Language Development Test (CELDT) is administered annually to all English Learners (EL) to determine fluency level (“Beginning” to “Advanced”). EL students are placed with appropriately credentialed teachers and grouped in class based on proficiency level. All teachers use Specifically Designed Academic Instruction in English (SDAIE) and Univeral Access 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 the Resource Specialist Program and/or sessions with other members of the support staff.

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.

Parent & Community InvolvementParents and the community are very supportive of the educational programs at Carver Elementary. The Parent Teacher Association (PTA) plays an active role through fundraising and involvement in special activities. 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), School Advisory Council, and the School Site Council.

Carver Elementary School also benefits from partnerships with local businesses, service organizations, and private donors, including Watts/Willowbrook Boys’ and Girls’ Club, Colburn School of Performing Arts, Charles Drew Magnet School, LACOE, Project Training, and LEANY Krazeburg Foundation.

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.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Community Liaison 1 1.0

Counselor 1 As Needed

ELA Curriculum Specialist 1 1.0

Health Aide 1 0.5

Library Aide 1 1.0

Psychologist 1 As Needed

Resource Specialist Program (RSP) Teacher 1 0.4

RSP Aide 1 0.5

Speech and Language Specialist 1 As Needed

4George Washington Carver Elementary School Published: February 2012

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).

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.

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.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 34 38 37 23

School 53 79 27 *

African American/Black 32 72 * *

Hispanic or Latino 57 80 24 *

Males 50 80 29 *

Females 56 77 27 *

Socioeconomically Disadvantaged 53 80 30 *

English Learners 45 72 5 *

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

California Standards Test (CST)Subject School District State

2009 2010 2011 2009 2010 2011 2009 2010 2011

English/Language Arts 44 53 53 27 32 34 50 52 54

Mathematics 58 77 79 31 38 38 46 48 50

Science 25 30 27 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.

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

Percentage of Students in Healthy Fitness Zone2010-11

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 14.3% 16.3% 6.1%

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

5George Washington Carver Elementary School Published: February 2012

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.

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.

Library & Computer ResourcesThe school’s newly remodeled library, known fondly as “The Secret Garden,” is staffed by a full-time library assistant who teaches students how to use the library and helps them with their book selections. The library is stocked with thousands of books that are available for students to check out during weekly visits.

Computer skills and concepts are integrated throughout the standard curriculum to prepare students for technological growth and opportunities. Each classroom contains four Internet-accessible computers for student and teacher use. Students also have weekly access to a computer lab with 17 workstations and a mobile lab with 50 laptops, all of which have Internet accessibility. Students receive computer-assisted instruction on a regular schedule. Software programs include, but are not limited to: Waterford, Reasoning Mind, Success Maker, and Microsoft Office Suite.

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.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2011-2012 2004-2005

Year in PI (2011-12) Year 1 Year 3

# of Schools Currently in PI - 24

% of Schools Identified for PI - 60.00%

Growth APISchool District State

Number of

Students

Growth Score

Number of

Students

Growth Score

Number of

Students

Growth Score

All Students at the School 200 832 17,265 686 4,683,676 778

Black or African American 35 799 3,114 658 317,856 696

Hispanic or Latino 151 844 13,577 694 2,406,749 729

Socioeconomically Disadvantaged 188 835 15,415 689 2,731,843 726

English Learners 125 842 11,501 681 1,521,844 707

API School Results2008 2009 2010

Statewide 2 4 7

Similar Schools 4 8 10

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

Actual API Change 61 64 1

Black or African American

Actual API Change 43 17 -

Hispanic or Latino

Actual API Change 67 87 -13

Socioeconomically Disadvantaged

Actual API Change 80 50 -2

English Learners

Actual API Change 68 77 -4

6George Washington Carver Elementary School Published: February 2012

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).

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 2009 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 2006 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 19 20 18 1055

Without Full Credentials 0 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

7George Washington Carver Elementary School Published: February 2012

School Facilities & SafetyCarver Elementary School is currently comprised of 26 classrooms (including portables), a library, a computer lab, a science lab, one staff lounge, one playground, a parent center, a professional development center, tennis courtand the main office.

The chart displays the results of the most recent school facilities inspection, provided by the district in November 2011.

School SafetyThe safety of students and staff is paramount at Carver 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 and school site staff.

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 is updated annually in the fall; 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.

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 • 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; PA and clocks/bell systems.

School Facility ConditionsDate of Last Inspection: 01/31/2011

Overall Summary of School Facility Conditions: Exemplary

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X 9 - Exit door blocked.

Structural (Structural Damage, Roofs) X

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

8George Washington Carver Elementary School Published: February 2012

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) 898-6150. The district website (www.compton.k12.ca.us) also provides a variety of resources and helpful information for parents, students, and the community.

Average Teacher SalariesSchool & District

School $51,337

District $66,106

Percentage of Variation -22.35%

School & State

All Unified School Districts $69,207

Percentage of Variation -25.83%

Expenditures per PupilSchool

Total Expenditures Per Pupil $6,433

From Restricted Sources $1,851

From Unrestricted Sources $4,582

District

From Unrestricted Sources $5,705

Percentage of Variation between School & District -19.68%

State

From Unrestricted Sources $5,455

Percentage of Variation between School & State -16.00%

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%