dr. martin luther king, jr. elementary school

1Dr. Martin Luther King, Jr. Elementary School Published: February 2012

Dr. Martin Luther King, Jr. Elementary School

2010-2011 School Accountability Report CardPrincipalStephanie [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

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Principal’s Message

Welcome to Dr. Martin Luther King Jr. Elementary School. As principal, I have the

honor and privilege to collaborate with students, staff, parents, and community members to ensure

that the education of our students is both rewarding and challenging.

The King staff consists of “highly qualified” professionals who believe that all students can learn. Teachers participate in weekly

staff development that is teacher-directed with the goal of improving skills to provide a curriculum that is rigorous and standards-based.

Many academic programs include Benchmark Tutoring, English Language Learner Intervention, Gifted and Talented Education (GATE), and After-school

Enrichment Program, which includes instrumental music instruction in violin and cello, all supporting our program.

Our parent volunteers also participate in conferences and workshops. Parents provide school leadership through participation on the School Site Council, English Learner

Advisory Council, and the PTA. Parents can be seen throughout the day volunteering on campus and in classrooms for the benefit of our children. At King, we pride ourselves as

being a community where everyone is involved. Our motto is “It Takes a Village to Raise a Child.” Thus we welcome and encourage support from our community.

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 Compton, Dr. Martin Luther King, Jr. 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. King Elementary observes many cultural celebrations, which occasionally include a schoolwide assembly.

During the 2010-11 school year, 608 students were enrolled on a traditional semester schedule. Student demographics are shown in the chart.

Student Enrollment by Ethnic Group2010-11

Percentage

African American 8.7%

American Indian 0.2%

Hispanic or Latino 84.5%

Pacific Islander 0.3%

None Reported 6.3%


Discipline & Climate for LearningStudents at King 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.

As a component of the standard curriculum, the district and King Elementary have adopted the Positive Action program to promote positive behavior, academic performance, and character development. Teachers lead a series of age-appropriate lessons daily; each lesson is designed to teach students that a positive attitude leads to positive actions. Students are provided with the tools to develop a sense of self-concept.

School rules, district policies, academic guidelines, and behavior expectations are clearly outlined in the student handbook and reinforced at grade level assemblies at the beginning of each school year. Teachers have developed individual classroom management and behavior incentive plans in alignment with district policies and the schoolwide plan.

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 RecognitionCertificates, ribbons, prizes, and various other awards are given to students at monthly assemblies and special presentations. The following recognition programs are ongoing at the school:

• Honor Roll• Principal’s Honor Roll• Citizenship Awards• Student-of-the-Month • Reading Fluency Awards• Perfect Attendance Awards

Extracurricular ActivitiesStudents are encouraged to participate in the school’s additional academic and extracurricular activities, which are an integral part of the educational program. Opportunities for involvement include the following:

• After-School Education & Safety (ASES) Program• After-School Tutoring• Accelerated Reader• Young Scholars Program

HomeworkKing Elementary School believes that homework is a fundamental part of the learning process which helps to develop basic academic and study skills as well as promote student responsibility and self-discipline. Homework is assigned on a daily basis for all grade levels in all major subject areas. 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. Students are also expceted to read for 30 minutes every night.

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 child is 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 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 InterventionsAfter-school tutoring is available for students performing below benchmark expectations. Teachers, parents and students sign a Homework Compact outlining homework expectations at the beginning of each semester.

Suspensions & ExpulsionsSchool District

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

Suspensions 90 49 19 4404 7835 2302

Suspension Rate 15.0% 8.0% 3.1% 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 92 99 103

1st 86 94 104

2nd 101 93 90

3rd 134 94 93

4th 90 129 83

5th 98 103 134

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 23 18 19 - 4 6 4 - - - - -

1 21 19 19 1 5 5 2 - - - - -

2 20 17 18 4 5 5 1 - - - - -

3 22 18 20 - 5 5 6 - - - - -

4 25 23 25 - - - 3 5 3 - - -

5 25 23 23 - - 1 3 4 5 - - -

4-8 25 - - - - - 1 - - - - -


Additional support is provided by the After-School Education & Safety (ASES) Program. Intervention is also offered during the school day through Corrective Reading, Imagine Learning, and small group guided reading.

School LeadershipLeadership at King Elementary School is a responsibility shared among district administration, instructional staff, students, and parents. Beginning in the 2009-10 school year, primary leadership duties at the school have been assumed by Stephanie Richardson. Ms. Richardson has more than 14 years of experience in education, with positions as an assistant principal and classroom teacher.

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 • Safety Committee• English Language Development Committee• English Language Advisory Committee (ELAC)

Counseling & Support StaffIn addition to academics, the staff at King Elementary School strives 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. Psychologists and counselors are devoted to helping students deal with problems and assisting them to reach positive goals. The counselor-to-pupil ratio is 1:608. The chart displays a list of support services that are offered to students at the school.

GATEA Gifted and Talented Education (GATE) program is available to students who qualify, where they receive challenging supplemental instruction in addition to the regular curriculum. The focus of the program is on enriching the curriculum as well as accelerating academic and leadership skills.

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) 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 play an important role at King Elementary School through active participation on the Parent Teacher Association (PTA), and involvement with School Site Council, volunteering in the classroom and supervising students on campus and during special events. The school offers classes to parents on-site including: Parenting Skills and a series of “Let’s Talk” sessions where parents can share their concerns.

The school benefits from partnerships with local businesses and services, including United Rangers and the Parent Institute for Quality Education.

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).

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Adaptive PE Specialist 1 0.2

Bilingual Aide 2 1.25

Campus Security Officers 1 1.0

Community Liaison 1 1.0

Counselor 1 1.0

Health Aide 1 1.0

Library Aide 1 1.0

Psychologist 1 0.2

Resource Specialist 1 1.0

Resource Specialist Program (RSP) Teacher 1 1.0

RSP Aide 1 1.0

Speech and Language Specialist 1 0.5

Percentage of Students in Healthy Fitness Zone2010-11

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 14.0% 11.6% 3.9%

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


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 31 52 27 *

African American/Black 29 41 31 *

Hispanic or Latino 31 55 27 *

Males 21 46 37 *

Females 42 60 16 *

Socioeconomically Disadvantaged 31 52 26 *

English Learners 21 49 18 *

Students with Disabilities 7 7 * *


Adequate Yearly Progress (AYP)School District

Made AYP Overall Yes No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient Yes Yes No No

API School Results Yes Yes

Graduation Rate N/A Yes

California Standards Test (CST)Subject School District State

2009 2010 2011 2009 2010 2011 2009 2010 2011

English/Language Arts 24 23 31 27 32 34 50 52 54

Mathematics 35 47 52 31 38 38 46 48 50

Science 21 31 27 26 33 37 50 53 56

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



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, staffed by a full-time library assistant, is stocked with thousands of books that are available for students to check out. Classrooms visit the library on a weekly basis and students are encouraged to visit during recess and after school.

Computer skills and concepts are integrated throughout the standard curriculum to prepare students for technological growth and opportunities. All classrooms have two computers for student use. Students also have weekly access to a campus computer lab which contain a combined total of 28 Internet-accessible workstations.

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 2003-2004 2004-2005

Year in PI (2011-12) Year 5 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 362 707 17,265 686 4,683,676 778

Black or African American 37 691 3,114 658 317,856 696

Hispanic or Latino 315 710 13,577 694 2,406,749 729

Socioeconomically Disadvantaged 342 705 15,415 689 2,731,843 726

English Learners 272 715 11,501 681 1,521,844 707

Students with Disabilities 23 462 1,581 495 521,815 595

API School Results2008 2009 2010

Statewide 1 1 1

Similar Schools 1 1 1

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

Actual API Change 26 43 32

Black or African American

Actual API Change -51 - -

Hispanic or Latino


Socioeconomically Disadvantaged


English Learners



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.

Teacher Credential StatusSchool District

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

Fully Credentialed 28 34 29 1055

Without Full Credentials 2 0 1 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

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 2008 Yes 0.0%

K-5Visual and Performing

Arts

SRA/McGraw-Hill 2007 Yes 0.0%


School Facilities & SafetyKing Elementary School was originally constructed in 1950 and completely modernized in 1998. The campus is currently comprised of 32 classrooms, a library, a computer lab, staff lounge, and two playgrounds. 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 a primary concern of King 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, 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 is updated annually in October; 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.

School Facility ConditionsDate of Last Inspection: 09/22/2010

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

Interior X

Rm K-2 - Carpet separating at seam - trip hazard, peeling paint in Boys RR behind toilet; Kitchen - Peeling paint on ceiling; Cafeteria

- Loose ceiling tiles; Rm 23 - Stained, sagging ceiling tile; Girls Restrm “C” - Peeling paint; Library - Stained ceiling tiles.

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X Boys Restrm “C” - Small amount of graffiti.

Electrical X Rm 15 - A few lightbulbs not working; Comp Lab - 1 light fixture not working; Library - Loose light cover; Rm 19 - Loose light cover.

Restrooms/Fountains X

Cafeteria - Leaky toilet in Ladies RR; Girls Restrm “C” - Soap dispensor missing - soap dispensor empty; Rm 15 - Sink very dirty; Rm 20 - Drinking fountain has too much pressure; Rm 17 - Faucet

has low pressure.

Safety (Fire Safety, Hazardous Materials) X

Kitchen - Large extinguisher not mounted; Comp Lab - Aerosol on shelf (Furn. Polish) & rubbing alcohol on shelf; Rm 6 - Aerosol under

sink (Lysol).

Structural (Structural Damage, Roofs) X

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


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; exterior lighting; PA/clocks/bell systems; roofing; interior/exterior carpentry; lighting fixtures; technology and data; HVAC system; plumbing fixtures; MPR/Gym. Restroom and kitchen facilities.

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) 898-6430. 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 $60,967

District $66,106

Percentage of Variation -7.78%

School & State

All Unified School Districts $69,207

Percentage of Variation -11.91%

Expenditures per PupilSchool

Total Expenditures Per Pupil $6,184

From Restricted Sources $1,774

From Unrestricted Sources $4,410

District


Percentage of Variation between School & District -22.70%

State


Percentage of Variation between School & State -19.16%

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%

dr. martin luther king, jr. elementary school

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