Rosecrans Elementary School · Rosecrans Elementary School 3 Published: February 2011 The chart...

1Rosecrans Elementary School Published: February 2011

2009-2010 School Accountability Report Card

Rosecrans Elementary School

PrincipalUmar [email protected]

Executive Cabinet MembersKaren Frison, Acting Superintendent

Dr. Abimbola AjalaAssociate Superintendent, Elementary Schools

Dr. Donald EvansAssociate Superintendent, Secondary Schools

Alejandro FloresAssociate Superintendent, Human Resources

Deborah WillardAssociate Superintendent, Business & Administrative Services

David R. AzcarragaChief Facilities Officer

Hourie TaylorChief of School Police

Board of EducationMae Thomas, PresidentMicah Ali, Vice President

Satra Zurita, ClerkMargie Garrett, Legislative RepresentativeFred Easter, MemberMarjorie Shipp, MemberEmma Sharif, Member

www.compton.k12.ca.us 130

1 N

. Aca

cia

St. •

Com

pton

, CA

9022

0 • (3

10

) 898-6360 • (3

10) 639-2224 FaxPrincipal’s

MessageI would like to congratulate Rosecrans

Community for the honor of becoming a California Distinguished School and Title I Achieving

School. I am very proud, fortunate and excited to be a part of the Rosecrans Elementary School community. As a

principal, my priorities are to continue to work collaboratively with staff, parents, and members of the community to maintain the

status of a high achieving school.

Rosecrans Elementary School has an exemplary staff that implements standards-based and high quality instruction with positive student/teacher/

parent interaction in a secure, clean, safe, and nurturing school environment. School reform efforts have been successful as evidence with our recent induction

into becoming a Title I Achieving School from Program Improvement.

We are very excited about the academic progress our students have been making and we expect further improvement in the near future. Our students have made gains

on standardized tests in previous years and will continue to build on their learning to meet targeted goals. This has been accomplished through the hard work of our teachers

and staff and with the support of our parents.

We continue to make progress in our AYP and API:

• AYP: ELA-54.0% and Math-58.0% • Gained AYP: ELA-2.7% from 2008-09 school year

• API: 804 scored for 2009-10 school year• Increased number of “Advanced” and “Proficient” scores• Reduced number of “Below Basic” and “Far Below Basic” scores

Our AYP and API academic goals for the 2010-11 school year include:

• Meeting our AYP and API• District 900 Club• Score 900 or above on our API• AYP: English Language Arts is 60% and Math is 70%

Staff development is a very important element in improving quality instruction. Every Wednesday, our teachers meet to learn and develop new strategies that focus on improving instruction. In order to address our students’ needs, we collect, review, and analyze assessment data to determine their strengths and weaknesses and to develop an instructional improvement plan. We encourage and appreciate the continued support of all stakeholders.

Principal’s Belief“Urban school transformation requires the right leadership, vision, plan, resources, and commitment.”-Umar Baba

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 2009-10 school year was 26,221 students in grades kindergarten through twelve.

Located in central Compton, Rosecrans Elementary School provides students in grades kindergarten through five with a curriculum that focuses on the California Content Standards. With a large English Learner (EL) population, English Language Development (ELD) for students and parents is a priority. Teachers and staff work together to make the curriculum culturally relevant to students. The school observes many cultural celebrations throughout the year, culminating in an end-of-the-year Multicultural Faire. The Literacy Program incorporates cultural awareness through thematic literature selections.

During the 2009-10 school year, 490 students were enrolled on a traditional semester schedule. Student demographics are shown in the chart.

Discipline & Climate for LearningStudents at Rosecrans Elementary School are guided by specific rules and high 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 upon which to build an effective school.

Rosecrans Elementary School’s intervention program provides students with opportunities to particpate in programs and activities through a system of consistent rewards while being held accountable for their behavior. The Discipline with Dignity behavior program was integrated into the curriculum previously and continued in the 2010-11 school year. Discipline with Dignity is a flexible program for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect, and shared decision-making.

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 & School AwardsStudent Awards:

• CUSD Prestigious 800 Elite Club 2009• CUSD Science Fair 2nd Place 2009• Readers’ Theatre 3rd Place 2009• CUSD Cesar Chavez Drawing and Essay Contest 1st and 2nd Place

2009• Essay Writing 2nd Place 2008• CUSD Poster Making Contest (Drug Awareness) 2nd Place 2007• California Foundation for Agriculture Regional Winner 2007 • In the Classroom essay contest • CUSD Literary Renaissance Olympiad Debate 2nd Place 2004-2007• City of Compton Mapping Award 1st Place 2005

School Awards:

• California Distinguished School 2010• Title I Achieving School 2010• CUSD Annual Accountability Award in the Annual Yearly Progress (AYP)

2009 • California Business for Excellence Honor Roll School 2009• Academic Performance Index (API) 800 Elite • California Business for Excellence/Just for Kids - California Honor Roll

School 2008 • Immediate Intervention/Underperforming Schools Program (II/USP) &

Comprehensive School Reform (CSR) for meeting our AYP/API targets for two consecutive years 2003

• Customer Service and Teamwork 2002• School Leadership Team Award 2001• District’s Priority #2 in Total Math 2000

Student RecognitionRosecrans Elementary School’s student recognition program contributes to the positive environment of the school, and includes classroom and schoolwide awards. Ongoing recognition programs include the following:

• Most Improved Awards• Student-of-the-Month• Attendance Awards• Honor Roll• Academic Achievement Awards• Outdoor Learning

Rosecran’s teachers use recently painted murals to teach lessons in reading, math, and writing. This new approach provides students with multiple learning techniques and avenues.

Extracurricular ActivitiesStudents are encouraged to participate in the school’s additional academic and extracurricular activities which are an integral part of the educational program. These schoolwide activities promote positive attitudes and encourage achievement across all subject areas. Extracurricular activities offered at the school include:

• Literacy Projects • Literacy Day • Intensive Research Projects • Literacy Parade• Parent-Community Academic Day • Spelling Bee • Student Portfolio • School Carnival • After-School Education & Safety (ASES) Program• Science Projects

Homework & InterventionsHomework 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. Students are assigned homework on a regular basis, at all grade levels and major subject areas. 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.

Rosecrans Elementary School utilizes homework packets and an in-class homework chart which tracks student progress on a point system. Parents may proactively monitor their child’s progress on the point system during parent/teacher conferences, report cards, and progress reports.

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.

Student Enrollment by Ethnic Group2009-10

Percentage

African American 6.7%

Filipino 0.2%

Hispanic or Latino 89.4%

Pacific Islander 0.4%

None Reported 3.3%

Suspensions & ExpulsionsSchool District

07-08 08-09 09-10 07-08 08-09 09-10

Suspensions 4 7 0 3077 4404 7835

Suspension Rate 0.8% 1.5% 0.0% 11.0% 16.1% 29.9%

Expulsions 0 0 0 16 4 4

Expulsion Rate 0.0% 0.0% 0.0% 0.1% 0.01% 0.02%


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 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 behavior 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.

At-Risk InterventionsAfter-school tutoring is available for students in need of academic support. Students also attend Saturday School to improve writing and test taking skills. A Language Arts Intervention Workshop is used to tutor each student for 60 minutes during the school day using differentiated instruction. Additionally, a structured writing program is in place which addresses individual needs. The program is held after school every Friday, with schoolwide participation from students and staff.

School LeadershipLeadership is a responsibility shared within the principal, school staff, and parents. Principal Umar Baba is responsible for the day-to-day operations of the school and overall instructional program. The principal and leadership team work closely as a collaborative body to fulfill the many responsibilities associated with running an effective elementary school.

At the beginning of the 2010-11 school year, Mr. Baba began his seventh term as principal of Rosecrans Elementary and 11 years in administration. He has been in the educational field and serving the educational community over the last 20 years. Mr. Baba has previously held positions as an assistant principal, curriculum specialist, categorical program specialist, program specialist in Special Education, classroom teacher, and instructional assistant.

Mr. Baba’s Professional certifications include:

• Bachelor’s Degree in Political Science• California Professional Clear Multiple Subjects Credential• California Professional Administrative Clear Credential• Master’s Degree in Educational Administration

Rosecrans Elementary Leadership Team is comprised of:

• Mr. Umar Baba • Ms. Teja Field• Ms. Ana Perez • Ms. Lillie Dabai• Mr. Stanley Jones • Ms. Maria Bermudez• Ms. Lisa Wright • Mr. Jose Puente• Ms. Johanna Ovalle • Ms. Jacinda Pich• Ms. Monica Hernandez • Mr. Andrew Sanders

The Leadership team meets twice a month as a shared decision-making body to address school-wide curriculum issues, operations of the school, staff development needs, student assessment results, extracurricular activities, and assemblies. Team members are responsible for supporting the principal in leading program implementation; supervising designated areas of responsibility; and serving as a liaison to grade level teams and the parent community.

The School Site Council (SSC) is comprised of the principal, teachers, and parents. The SSC meets monthly and takes an advisory role in evaluating school programs and progress in meeting school goals. Team members serve as a liaison between the school and community and are responsible for approving the annual budget, school site plan, and school safety plan.

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

• Parent Teacher Association (PTA) • Conference with the Principal• School Site Council (SSC) • Leadership Team • Safety Committee • Computer Committee • Special Education Committee • Textbook Committee • 504 Team • District Advisory Council• Annual Title I Meeting • IEP Meetings• English Language Advisory Committee (ELAC)

Counseling & Support StaffIn addition to academics, the staff 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 1:490. 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. The program meets twice a week and focuses on enriching the curriculum as well as accelerating academic and leadership skills. Rosecrans Elementary also provides a GATE Potential class for high achieving students in grades one through five.

Enrollment Trend by Grade Level2007-08 2008-09 2009-10

K 94 77 83

1st 82 91 79

2nd 71 73 97

3rd 96 61 82

4th 77 87 63

5th 96 64 86

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

08 09 10 08 09 10 08 09 10 08 09 10

K 24 19 18 - 4 4 4 - - - - -

1 21 18 20 1 4 2 4 - 2 - - -

2 23 18 20 - 3 1 3 - 4 - - -

3 19 16 20 5 4 4 - - - - - -

4 29 26 17 - 1 - 2 2 - - - 2

5 28 21 30 - 1 - 3 2 3 - - -

4-8 30 - - - - - 1 - - - - -

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Categorical Specialist 1 1.0

Community Liason 1 1.0

Counselor 1 1.00

Curriculum Specialist 1 1.0

Health Assistant 1 1.0

Library Aide 1 1.0

Psychologist 1 As Needed

Resource Specialist Program (RSP) Teacher 1 0.5

RSP Aide 1 0.5

Speech/Language Specialist 1 As Needed


English LearnersThe California English Language Development Test (CELDT) is administered annually to all English Learners (EL) 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 a Special Day Class, the Resource Specialist Program, and/or sessions with other members of the support staff.

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 STAR (Standardized Testing and Reporting) 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) and APRENDA are used to assess the skills of English Learner (EL) students.

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.

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). The 2009-10 fitness score data was not available at the time of publication.

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) 898-6360. The district website (www.compton.k12.ca.us) also provides a variety of resources and helpful information for parents, students, and the community.

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 them with the state standards, district goals, and the statewide assessment program. Teachers align the classroom curriculum to ensure that all students meet or exceed state proficiency levels.

Rosecrans Elementary has incorporated numerous technology programs into daily lesson plans to further student achievement and mastery of core subjects. Software includes, but is not limited to: Accelerated Reader, Data Driven Classrooms, and Prosper Program.

California Standards Test (CST)Subject School District State

2008 2009 2010 2008 2009 2010 2008 2009 2010

English/Language Arts 48 52 53 24 27 32 46 50 52

Mathematics 58 65 68 27 31 38 43 46 48

Science 36 24 38 22 25 33 46 50 54

History/Social Science * * * 9 14 20 36 41 44

*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 32 38 33 20

School 53 68 38 *

African American 63 61 * *

Hispanic or Latino 51 69 38 *

Males 47 63 38 *

Females 60 72 37 *

Socioeconomically Disadvantaged 54 68 38 *

English Learners 49 68 22 *

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


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.

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.

Data SourcesData within the SARC was provided by Compton Unified School District, retrieved from the 2009-10 SARC template, and/or located on DataQuest (http://data1.cde.ca.gov/dataquest). DataQuest is a dynamic system that provides reports for accountability. It includes Academic Performance (API), Adequate Yearly Progress (AYP), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners.

Library & Computer ResourcesRosecrans Elementary School’s library, staffed by a full-time library assistant, is stocked with thousands of books that are available for students to check out during their regular weekly visits. All students spend 30 minutes of scheduled time each week in the library and are encouraged to visit the library before school and on breaks. In addition, students can go to the library to continue reading books on the same story theme discussed in class. Computer resources within the library are connected to the Internet so students are able to access information online. Students are offered an extended library learning time to ensure they receive multiple opportunities to learn themes, standards, and skills.

Computer skills and concepts are integrated throughout the standard curriculum to prepare students for technological growth and opportunities. Each classroom has a minimum of two Internet-accessible computers for student and teacher use. Students also have regular access to the campus computer lab with 30 workstations. Students receive computer-assisted instruction on a regular basis. Software includes programs to develop critical thinking skills, technological skills, and mathematical proficiency. Students have also been trained to use Accelerated Reader, Reader Rabbit, and Hyper Studio, as well as programs to improve writing skills.

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 No

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2004-2005

Year in PI (2010-11) - Year 3

# of Schools Currently in PI - 25

% of Schools Identified for PI - 62.50%

API School Results07-08 08-09 09-10

Statewide 3 5 6

Similar Schools 8 9 10

All Students at the School

Actual API Change 50 38 -

Hispanic or Latino

Actual API Change 52 41 -8

Socioeconomically Disadvantaged

Actual API Change 50 38 2

English Learners

Actual API Change 52 45 -8

* Statewide and similar schools ranks are based on the first year listed. (Example: the 07-08 rank

reflects testing from Spring 2007.)

Growth APISchool District State

All Students at the School 804 679 767

Hispanic or Latino 800 686 715

Socioeconomically Disadvantaged 806 684 712

English Learners 801 670 692


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.

Textbooks & Instructional MaterialsThe Los Angeles County Office of Education inspected all school sites in the district at the start of the 2010-11 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 12, 2010.

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 2010 in regard to the textbooks in use at the school during the current school year (2010-11).

Parent & Community InvolvementParents play an important role at Rosecrans Elementary School through active participation on the Parent Teacher Association (PTA), involvement in various leadership committees, volunteering in the classroom, and supervising students on campus and during special events and field trips. The school currently benefits from a large number of parent volunteers who meet monthly to discuss school and student issues, and plan various projects and/or events to better campus life at Rosecrans Elementary. All parents are encouraged to volunteer their time as classroom assistants, as well as audit their child’s class to provide constructive feedback to school administrators. Parents receive numerous trainings which have included breast cancer and asthma. Additional opportunities for involvement include the following:

• Back-to-School Night • Carnival • Black History Celebration• Cinco de Mayo Celebration • Kinder & Fifth Grade Promotions • Open House• Title I Meetings • Student Recognition Events • Student Performances• Parent-Teacher Conferences • Literacy Parade • Principal’s Network Meeting• Campus Beautification • Morning Assemblies • Kindergarten Orientation• Classroom Mom • DAC • School Site Council (SSC)• Parent Community Academic Skills & Training • Monthly Workshops • Computer Training• ESL Committee

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 2008 Yes 0.0%

K-5Visual and Performing

Arts

SRA/McGraw-Hill 2007 Yes 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 95.1% 4.9%

High-Poverty Schools in District 97.9% 2.1%

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


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 sponsored four staff development days annually, where teachers are offered a variety of growth opportunities.

Teacher AssignmentCompton Unified School District recruits and employs only the most qualified credentialed teachers. During the 2009-10 school year, Rosecrans Elementary School staffed 24 fully certificated teachers who met all credential requirements in accordance with the state guidelines.

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.

School Facilities & SafetyRosecrans Elementary School, originally constructed in 1923, is currently comprised of 25 classrooms, a multi-purpose room, a library, a staff lounge, and a playground. The school recently unwent a complete renovation to every classroom and the playground. Murals were added to the school campus depicting learning themes including astronomy, rainforest, fossils, community, business, and travel. Each building is also identified with a college logo such as Harvard or UCLA to spark students’ hopes for the future. The chart displays the results of the most recent school facilities inspection, provided by the district in November 2010.

School SafetyThe safety of students and staff is a primary concern of Rosecrans 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 was most recently updated in fall 2010; 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 • School-wide dress code • Policies related to suspension/expulsion • Sexual harassment policy• Safe ingress & egress of pupils, parents/guardians, & school

employees

School Facility ConditionsDate of Last Inspection: 02/16/2010

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

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X KB3 - Bird dropings -

exterior. KB4 - Bird dropings - exterior.

Electrical X

105E - Extension cord permanent use. B28 - Plus

strips linked. KB4 - Flickering light fixture. 119 - Extention

cord permanent use.

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

B23 - Emergency exit covered. B23 - Aerosol

accessible to students. KB2 - Aerosol cleaners.

Structural (Structural Damage, Roofs) X

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

Girls RR E - Damaged exterior concrete walkway. B25 - In ground water boys damaged - trip hazard. B28 - Trip hazard - base of ramp

(asphalt).

Teacher Credential StatusSchool District

07-08 08-09 09-10 09-10

Fully Credentialed 24 23 24 1287

Without Full Credentials 1 0 0 0

Working Outside Subject 0 0 0 26

Misassignments/Vacancies08-09 09-10 10-11

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


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 2010-11 school year, Compton Unified School District has budgeted $1.8 million for the deferred maintenance program. The district’s Board of Education has approved deferred maintenance projects for the school that will result in interior painting.

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 districts’ 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 2008-09 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

Average Salary InformationTeachers - Principal - Superintendent

2008-09 District State

Beginning Teachers $38,621 $42,377

Mid-Range Teachers $66,543 $67,667

Highest Teachers $87,028 $87,102

Elementary School Principals $107,849 $108,894

Middle School Principals $114,506 $113,713

High School Principals $129,084 $124,531

Superintendent $220,000 $223,323

Salaries as a Percentage of Total Budget

Teacher Salaries 34.6% 40.3%

Administrative Salaries 6.6% 5.5%

Average Teacher SalariesSchool & District

School $63,664

District $64,469

Percentage of Variation 1.25%

School & State

All Unified School Districts $68,179

Percentage of Variation 6.63%

Expenditures per PupilSchool

Total Expenditures Per Pupil $6,705

From Restricted Sources $1,679

From Unrestricted Sources $5,026

District


Percentage of Variation between School & District 24.96%

State


Percentage of Variation between School & State 11.53%

Rosecrans Elementary School · Rosecrans Elementary School 3 Published: February 2011 The chart...

Documents

Transcript of Rosecrans Elementary School · Rosecrans Elementary School 3 Published: February 2011 The chart...