marzella r. brown principal cds code 19-64634-6014435 ... · bennett-kew has a full-time resource...

2016-17 School Accountability Report CardPublished in 2017-18 SARC

Bennett-Kew Elementary School

Inglewood USDDr. Thelma Meléndez de Santa Ana, Superintendent ▪ [email protected] ▪ (310) 419-2700 Inglewood Unified School District ▪ 401 South Inglewood Avenue Inglewood, CA 90301 ▪ http://myiusd.net

Marzella R. Brown ▪ Principal [email protected]

11710 South Cherry Avenue ▪ Inglewood, CA 90303 ▪ (310) 680-5400 www.myiusd.net/schools/bennett-kew-tk-5-elementary-school

Grades TK-5 CDS Code 19-64634-6014435

Para español, visita http://myiusd.net

SARC Bennett-Kew Elementary School 2

Principal's MessageBennett-Kew Elementary School’s vision is to work with the teachers, students, and staff in providing quality education, setting high expectations, and creating a learning environment committed to providing every student with the opportunity to access grade-level Common Core State Standards in English language arts and math while enrolled at Bennett-Kew School. Bennett-Kew is a California Distinguished School located in Inglewood, California. Bennett-Kew School is home to 18 highly qualified teachers who each have 10-20 years of teaching experience. In addition, Bennett-Kew staffs a resource specialist, a speech and language pathologist, and a special day teacher. A majority of the teachers hold master’s degrees in education. The staff also consists of 30 classified employees who have called Bennett-Kew home for the past 10-plus years. At the administrative level, the principal has numerous years of experience in education. The staff members at Bennett-Kew strive to create an environment where students feel safe, comfortable and respected. Students not only excel academically, but are also learning about respect, ethical values and social skills, which the staff at Bennett-Kew model daily through instruc-tional practices, social interactions and program implementation.Bennett-Kew provides a variety of student programs to meet the needs of students who are performing be-low grade-level expectations, have behavioral concerns, are not yet identified as English proficient or need a challenge outside of the regular classroom setting, plus programs that meet the needs of all students socially, physically and emotionally. After-school tutoring is provided two to three days per week for at-risk students (students performing below benchmark rates). In addition, teachers work with at-risk students daily in small groups or one-on-one to en-sure students make adequate academic progress toward Common Core State Standards. Students who con-tinue to find the classroom curriculum a challenge participate in the Learning Center, Student Success Team and are provided additional services by the Resource Specialist Program. To meet the needs of students with behavioral concerns, Star View Community Services and Didi Hirsch provide weekly counseling sessions with both students and parents to address concerns. In addition, Bennett-Kew’s school psychologist is trained to work with students experiencing difficult times.The Woodcraft Rangers After School Program offers a safe, academically enriching environment, consisting of a nutritious snack, effective homework assistance, creative enrichment classes and student-specific tutor-ing at no cost to parents. Our mission is to create the most engaging experience for students and teach them how to make healthy decisions so they dream bigger; reach higher; and go on to be confident, productive citizens.English language learners are provided with an additional hour of instruction in English daily and partici-pate in after-school tutoring. Identified Gifted and Talented Education (GATE) students are challenged by teachers within the regular classroom and also participate in an additional hour outside of the classroom in enrichment activities. All students and staff are provided instruction with cooperative play and physical fit-ness activities through the CF Program. In addition, the Learning Enrichment Program services 100 students throughout the year, providing literacy, enrichment and homework assistance.The After School Fun Club provides recreation-centered activities like gymnastics, music, art, sports, dance, modeling and school study groups for homework completion. The CF mission: To improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play. CF provides play and physical activity at recess and throughout the school day. Through our on-site direct service and trainer-led professional development workshops, CF Fitness restores valuable teaching time, reduces bullying, increases physical activity, and improves the school and learning environment.Parent involvement plays a critical role in the success of the students at Bennett-Kew. Parents are encour-aged to visit classrooms, volunteer in schoolwide activities and attend schoolwide programs regularly. Parent workshops are instrumental components that help to foster parent-school relations. Bennett-Kew staff and parents work together to ensure a safe and nurturing environment that fosters academic achievement and positive social interactions enhancing each student’s opportunity to learn. There is a transition of preschool students into transitional kindergarten and kindergarten. A pre-K transition roundup provides a tour of transitional kindergarten and the kindergarten classes.

Mission StatementThe mission of the Inglewood Unified School District (IUSD) is to ensure that all our students are taught rigorous standards-based curriculum supported by highly qualified staff in an exemplary educational system characterized by high student achievement, social development, safe schools and effective partnerships with all segments of the community.

Vision StatementThe vision of the Inglewood Unified School District is to provide a learning environment that empowers all students to acquire the academic and social skills needed to become productive citizens and lifelong learners in a global economy.

Parental InvolvementParent involvement is important at Bennett-Kew School; it plays an integral role in the overall success of our school in terms of student achievement, program implementation, and the assurance of a safe and nurturing school environment. Parents participate in School Site Council (SSC), School Advisory Council and English Learners Advisory Council (ELAC). In addition, parents are invited to participate in a monthly profes-sional development session through Parent University. Throughout the school year, parents also participate in back-to-school night, monthly Student of the Month assemblies, teacher-parent conferences, Community Day events, open house and many other parent activities throughout the school year. For more information on how to become involved at the school, please contact Ana Burnett, School Site Council member, at (310) 703-6146.

School Accountability Report Card In accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school’s progress, test scores and achievements.


2014-15 2015-16 2016-17

GradeNumber of Students

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 4 3 2

1 3 1 2 2

2 3 1 2 2

3 3 3 3

4 3 3 2

5 3 3 2

Three-Year DataNumber of Classrooms by Size

Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, re-gardless of the number of suspensions.

Bennett-Kew ES

14-15 15-16 16-17

Suspension rates 0.9% 0.0% 0.9%

Expulsion rates 0.0% 0.0% 0.0%

Inglewood USD

14-15 15-16 16-17



California

14-15 15-16 16-17



Suspension and Expulsion Rates

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2016-17 school year.

2016-17 Enrollment by Grade

Enrollment by Student GroupThe total enrollment at the school was 398 students for the 2016-17 school year. The pie chart displays the percentage of students enrolled in each group.

2016-17 School YearDemographics

Socioeconomically disadvantaged 86.90% English

learners 43.20% Students with disabilities 11.80% Foster

youth 0.50%

Hispanic or Latino68.3%

American Indian or Alaska Native

1.5%

Asian0.5%

Native Hawaiian or Pacific Islander

2.0%

Filipino0.3%

Black or African-American

26.4%

White0.3%

Two or More Races0.5%

No Response 0.3%

K

1

2

3

4

5

76

57

61

61

74

69

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. The number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

15-1614-15 16-17

Three-Year DataAverage Class Size

K 1 2 3 4 5

22

30 31 30 30 31

2123 24

27 27 2626 27 27

18

32 32


1. Aerobic Capacity 2. Body Composition3. Flexibility

4. Abdominal Strength and Endurance5. Upper Body Strength and Endurance6. Trunk Extensor Strength and Flexibility

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the Califor-nia PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards Bennett-Kew ES

Grade 5

Four of six standards 23.5%

Five of six standards 20.6%

Six of six standards 29.4%

California Physical Fitness Test 2016-17 School Year

Types of Services FundedBennett-Kew provides a variety of programs and supplemental services through categorical funds. We un-derstand the importance of extracurricular activities and physical fitness for students. CF Fitness, our physical fitness program facilitates boys and girls basketball, volleyball and soccer; a junior coach program; and class game time, where teachers and students learn the fundamentals of cooperative play.Bennett-Kew has a full-time Resource Specialist Program (RSP) teacher and an instructional aide who work with students with special needs. We have a full-time speech and language therapist and a school psycholo-gist on campus to assess and provide services to students with special needs. To address the needs of our English language learners (ELL), Bennett-Kew also provides after-school tutoring for the various ELL on campus.Our Gifted and Talented Education (GATE) program begins in third grade. Students who score proficient and advanced on the California Standardized Tests or receive teacher recommendation participate in enrichment activities and field trips. Our GATE students may learn the subject matter at a faster pace and more in-depth than the regular classroom provides. These students participate in mini courses or activities that enhance their regular curriculum and instructional program.For students not quite meeting grade-level expectations; Bennett-Kew has several Response to Interven-tion (RTI) programs. The Supplemental Educational Services Program is a one-on-one tutoring program to address reading and math deficiencies. Two computer-based programs offer support to English language learners and students who scored basic or below basic. Imagine Learning supports English language learn-ers in grades K-5, while our Accelerated Reader program supplements our reading program for students in grades 2-5.

School SafetyOne of Bennett-Kew’s priorities is the safety of the students and staff. Staff and parents have developed a School Safety Plan and an Anti-Bullying Plan that describe procedures to follow in the event of an emergency or bullying incident. We conduct monthly fire, earthquake and lockdown drills. In addition, we hold quarterly student assemblies to reinforce our Anti-Bullying Plan and to encour-age students to work and play together harmoniously. The School Safety and Anti-Bullying plans are reviewed quarterly by teachers, parents, staff and administra-tion. Copies of both the School Safety and Anti-Bullying plans are available in the front office for review. The School Safety Plan was most recently reviewed and updated in September 2017. Fire and earthquake drills are done monthly.

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the Califor-nia State Library). Access to the internet at libraries and public locations is generally provided on first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

“Parent involvement plays a critical role in the success of the students at Bennett-Kew.”

Be preparedExcel academically Act responsibly Respect othersStrive for excellence


CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe table on the following page displays the percentage of students that met or exceeded state standards in English language arts/literacy and mathematics for the school by student groups for grades 3-5.The “percentage met or exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAA divided by the total number of students who participated in both assessments.Note: The number of students tested includes all students who participated in the test whether they received a score or not. However, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English lan-guage arts (ELA)/literacy and mathematics.

Bennett-Kew ES Inglewood USD California

Subject 15-16 16-17 15-16 16-17 15-16 16-17

English language arts/literacy 28% 28% 33% 32% 48% 48%

Mathematics 24% 27% 19% 20% 36% 37%

Percentage of Students Meeting or Exceeding State Standards Two-Year Data

California Assessment of Student Performance and Progress (CAASPP)For the 2016-17 school year, the CAASPP consists of several key components, including: California Alternate Assessments (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with the most significant cognitive disabilities whose current individualized education program (IEP) designates an alternate assessment.Smarter Balanced Assessments include ELA/literacy and mathematics in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The table shows the percentage of students scoring at proficient or advanced. The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

Bennett-Kew ES Inglewood USD California

Subject 14-15 15-16 14-15 15-16 14-15 15-16

Science 28% 25% 34% 39% 56% 54%

Percentage of Students Scoring at Proficient or Advanced Two-Year Data

Bennett-Kew ES Inglewood USD

Program Improvement status In PI In PI

First year of Program Improvement 2011-2012 2007-2008

Year in Program Improvement Year 3 Year 3

Number of schools currently in Program Improvement 17

Percentage of schools currently in Program Improvement 70.80%

2017-18 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2017-18 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2016-17 school year and were “In PI” in 2016-17 will retain their same PI status and placement year for 2017-18. Schools and districts receiving Title I, Part A funding for the 2016-17 school year and either had a status of “Not in PI” for the 2016-17 school year or did not receive Title I, Part A funding in the 2015-16 school year will have a status of “Not in PI” for the 2017-18 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the 2017-18 Program Improvement status for the school and district. For detailed informa-tion about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.


CAASPP Results by Student Group: English Language Arts and Mathematics (grades 3-5)

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

English Language Arts

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 205 199 97.07% 28.14%

Male 112 108 96.43% 23.15%

Female 93 91 97.85% 34.07%

Black or African-American 56 54 96.43% 29.63%

American Indian or Alaska Native v v v v

Asian v v v v

Filipino v v v v

Hispanic or Latino 139 136 97.84% 27.94%

Native Hawaiian or Pacific Islander v v v v

White v v v v

Two or more races v v v v

Socioeconomically disadvantaged 177 171 96.61% 28.07%

English learners 94 93 98.94% 25.81%

Students with disabilities 30 27 90.00% 3.70%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Mathematics

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 205 199 97.07% 27.14%

Male 112 109 97.32% 25.69%

Female 93 90 96.77% 28.89%

Black or African-American 56 55 98.21% 25.45%

American Indian or Alaska Native v v v v

Asian v v v v

Filipino v v v v

Hispanic or Latino 139 135 97.12% 27.41%

Native Hawaiian or Pacific Islander v v v v

White v v v v

Two or more races v v v v

Socioeconomically disadvantaged 177 171 96.61% 26.32%

English learners 94 91 96.81% 25.27%

Students with disabilities 30 28 93.33% 7.14%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Percentage of Students Meeting or Exceeding State Standards 2016-17 School Year


Textbooks and Instructional MaterialsTextbook committees were formed from each grade span: TK-5, 6-8 and 9-12. Committee members included administrators and teachers representative of each grade level and/or department. Each committee attended textbook “toolbox” training through the Los Angeles County Office of Education. These trainings provided members with rubrics and checklists for staff to use during the selection process. The committee used the toolbox to select at least three state-approved publishers to pilot throughout the district. Teachers piloted all options, analyzed each using the toolbox rubrics, and voted for the most appropriate state-approved textbook. In addition, the piloted textbooks were on display at the district for parent input. The committees used all data to make final recommendations to the Advisory Board and state administrator for approval. Each textbook adoption was approved at a public board meeting. The state administrator makes the final decision on textbook adoptions. The most recent public hearing held to adopt a resolution on the sufficiency of instructional materials was held on October 11, 2017. All IUSD textbooks are chosen using the state-approved list and fit with in the California curriculum frameworks for that adoption.

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Quality of Textbooks

2017-18 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing- board-approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

Subject Textbook Adopted

Reading/language arts California Journeys, Houghton Mifflin (K-5) 2016

Mathematics My Math, McGraw-Hill (K-5) 2015

Science Houghton Mifflin (K-5) 2007

History/social science Scott Foresman (K-5) 2006

ELD SRA/McGraw-Hill (K-5) 2010

Textbooks and Instructional Materials List 2017-18 School Year

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Bennett-Kew ES Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

2017-18 School YearPercentage of Students Lacking Materials by Subject

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials.

Data collection date 10/11/2017

Currency of Textbooks 2017-18 School Year

“Students not only excel academically, but are also

learning about respect, ethical values and social skills, which

the staff at Bennett-Kew model daily through instructional

practices, social interactions and program implementation.”


School FacilitiesBennett-Kew has two large state-of-the-art playgrounds; one for preschool and kindergartner students and the larger playground for grades 1-5. Both playgrounds were installed in 2009 and have a soft-tops and apparatuses for the students. On the larger playground there is one handball court, four four-square courts, a racetrack, three basketball courts, a volleyball court and a large soccer field. Built in 1955, the campus houses a library, computer lab, parent center and a science lab. In addition, we have a staff lounge, student cafeteria and patio, and six stu-dent restrooms. There are 20 classrooms within the main building and 10 bungalow classrooms. All facilities are cleaned daily, and the restrooms are cleaned twice a day by the janitorial staff, which consists of three employees who work from 6 a.m. to 9 p.m. To ensure the safety of students while on campus, all school gates are locked during school hours, with the exception of the front gate. Students are supervised before school by aides in the cafeteria and on the playground. After school, many students participate in one of our two after-school programs. Students not enrolled in an after-school program are dismissed at as-signed gates and go directly home.The district participates in the State School Deferred Maintenance Program, which 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 roof-ing, plumbing, heating, air-conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2017-18 school year, the district budgeted zero dollars for the Deferred Maintenance Program. This represents zero percent of the district’s general fund budget.

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

2017-18 School YearDeficiencies and Repairs

Items Inspected Deficiencies and Action Taken or Planned Date of Action

Cleanliness

Signs of rodents were evident. Sent pest control to evaluate the matter in room 19. Maintenance personnel covered all entry holes to prevent rodents entering the classroom.

9/20/2017

Restrooms/fountains

Restroom and drinking fountains were dirty upon inspection. Custodians cleaned restrooms and drinking fountains. Ongoing and continuous site inspections are conducted.

9/6/2017

“Bennett-Kew staff and parents work together to ensure a safe and nurturing environment that fosters academic

achievement and positive social interactions.”

School Facility Good Repair Status The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

Items Inspected Repair Status

Systems: Gas leaks, sewer, mechanical systems (heating, ventilation and HVAC) Good

Interior: Interior surfaces (floors, ceilings, walls and window casings) Good

Cleanliness: Pest/vermin control, overall cleanliness Fair

Electrical: Electrical systems Good

Restrooms/fountains: Restrooms, sinks and drinking fountains Fair

Safety: Fire safety, emergency systems, hazardous materials Good

Structural: Structural condition, roofs Good

External: Windows/doors/gates/fences, playgrounds/school grounds Good

Overall summary of facility conditions Good

Date of the most recent school site inspection 9/6/2017

Date of the most recent completion of the inspection form 9/6/2017

School Facility Good Repair Status 2017-18 School Year


² Not applicable.

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full cre-dential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year Data

Inglewood USD Bennett-Kew ES

Teachers 17-18 15-16 16-17 17-18

With a full credential 471 25 22 20

Without a full credential 4 0 0 0

Teaching outside subject area of competence (with full credential) 0 0 0 0

Teacher Credential Information

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal au-thorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note that total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year Data

Bennett-Kew ES

Teachers 15-16 16-17 17-18

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2016-17 School Year

Academic Counselors

FTE of academic counselors 0.0

Average number of students per academic counselor ²

Support Staff FTE

Social/behavioral counselor 0.0

Career development counselor 0.0

Library media teacher (librarian) 0.5

Library media services staff (paraprofessional) 0.0

Psychologist 0.0

Social worker 0.0

Nurse 1.0

Speech/language/hearing specialist 0.0

Resource specialist (nonteaching) 0.0

Professional DevelopmentBennett-Kew supports and encourages teachers through continued professional development. Teachers par-ticipate in trainings twice monthly on-site and are also provided with the opportunity to attend workshops and trainings that foster continued professional support in classroom instruction. The major areas of focus for the 2017-18 school year included writing, depth of knowledge, comprehension, mathematical concepts, and technology and student engagement. Teachers participate in weekly professional development provided by coverage through CF Fitness. Classroom walk-throughs and grade-level meetings provide data to assist with the implementation of what was learned in the professional development trainings. There is also a forum for teachers to share and discuss newfound theories and techniques that enhance student learning.

2015-16 2016-17 2017-18

Bennett-Kew ES 15 days 25 days 25 days

Professional Development Days Three-Year Data

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://dq.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1.All data accurate as of November 2017.

School Accountability Report Card

Published by:

www.sia-us.com | 800.487.9234


Financial Data The financial data displayed in this SARC is from the 2015-16 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in Califor-nia, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

2015-16 Fiscal Year

Total expenditures per pupil $5,058

Expenditures per pupil from restricted sources $192

Expenditures per pupil from unrestricted sources $4,866

Annual average teacher salary $71,424

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2015-16 Fiscal Year

Inglewood USD Similar Sized District

Beginning teacher salary $42,126 $46,511

Midrange teacher salary $71,228 $73,293

Highest teacher salary $83,125 $92,082

Average elementary school principal salary $101,208 $113,263

Average middle school principal salary $107,094 $120,172

Average high school principal salary $114,161 $131,203

Superintendent salary $257,808 $213,732

Teacher salaries: percentage of budget 29% 36%

Administrative salaries: percentage of budget 4% 5%

District Salary Data

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2015-16 Fiscal Year

Expenditures Per Pupil From

Unrestricted SourcesAnnual Average Teacher Salary

Bennett-Kew ES $4,866 $71,424

Inglewood USD $8,308 $66,983

California $6,574 $74,476

School and district: percentage difference -41.4% +6.6%

School and California: percentage difference -26.0% -4.1%

Financial Data Comparison

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is desig-nated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

marzella r. brown principal cds code 19-64634-6014435 ... · bennett-kew has a full-time resource...

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