Brawley Elementary School District Phil D. Swing Elementary School 2008-2009 School Accountability Report Card

Serving Grades Brawley Elementary School District Vision: Kindergarten, Four We, the Brawley School District Governing Board, parents, and staff, are committed to preparing our diverse through Six student population to be productive members of society in the twenty-first century.

Phil Swing’s Mission: 245 West A Street We, the staff and parents of Phil D. Swing School, are committed to making education relevant to all students in Brawley, CA 92227 order for them to develop self-worth and reach their maximum potential. With this in mind, we have established the following goal for this school year: review school, curriculum, and student data in order to develop goals and Ph: (760) 344-3350 implement new programs that promote achievement. Fax: (760) 344-2613 www.besd.org/Swing Principal’s Message At Phil D. Swing Elementary School, the faculty, students and parents work together to provide a safe and caring enviornment for all students. We provide opportunities for the children to develop positive self-concepts and a positive attitude toward school and learning. Student success is recognized and celebrated. Student of the Month Brian Taylor assemblies and drawings are among the many ways that achievement - hard work, effort, and improvement - are Principal recognized. The teachers challenge the students to be problem solvers and thinkers by providing interesting, creative and challenging lessons that emphasize high standards for all. Volunteers assist teachers in classrooms, the computer lab and the library. Having active parent participation throughout the grades helps to reinforce to the children that parents are our most important partners in education.

District Administration District & School Profile Mrs. Terri L. Decker, Brawley Elementary School District is located in Brawley, California, which is situated in Imperial County in Southern California. Brawley, with a population of approximately 22,500, is a rural community twenty-seven miles Superintendent north of the Port of Entry into the United States from Mexicali, Mexico. Imperial Valley is ranked fourth in the Ms. Suzanne H. Smith, nation in terms of agricultural production and 30% of our parents are employed in agricultural-related jobs. Brawley Student Enrollment by Ethnic Group Associate is a desert setting where the average winter temperature is 2008-09 Superintendent in the mid-seventies. It has a small-town atmosphere with a variety of family-oriented facilities that include boating, Percentage fishing, swimming and other sports. Parks and recreational African American 1.9% facilities include fourteen city parks, twelve tennis courts, a Board of Trustees public swimming pool, and an eighteen-hole golf course. American Indian 0.3% Asian 0.1% Omar L. Stiff, President Brawley Elementary School District encompasses an area of approximately 100 square miles in Imperial County. The Caucasian 5.5% school district has a total of five schools, comprised of two Kathy Prior, Vice President Filipino 0.4% K-3 schools, two Kindergarten, 4-6 schools, and one middle Cesar Guzman, Clerk school (grades 7-8). Average daily attendance in the district Hispanic or Latino 88.6% for the 2008-09 school year was 3,680 students. Betty L. Trimm, Trustee Pacific Islander 0.1% For the 2008-2009 school year, 780 students were enrolled Multiple or No Response 3.1% Joe H. Padilla, Trustee at Swing Elementary. Student body demographics are shown in the chart.

Discipline & Climate for Learning Swing Elementary has found that good discipline is a solid foundation on which to build an effective school; good discipline and school effectiveness seem to share many characteristics. The school practices “Assertive Discipline,” which was developed in 1979 by Lee Canter. The goal of Phil D. Swing Elementary School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Swing Elementary believes students who develop a sense of personal responsibility will mature both academically and emotionally. Parents and students are informed of discipline policies at the beginning of each school year through the Phil D. Swing School Discipline Plan and the district’s handbook.

Phil D. Swing Elementary School 1 Published: December 2009 The table displays the total number and percentage of suspension and Class Size expulsion incidents at the school and in the district. Suspension numbers may be inflated because some students may have been suspended Swing Elementary maintained a schoolwide average class size of 28.1 multiple times. Expulsions occur only when required by law or when all students and a student to teacher ratio of 26.0:1 in the 2008-09 school other alternatives have been exhausted year. The table shows the average class size by grade. The corresponding numbers show how many classes were taught with a certain number of Suspensions & Expulsions students in each class, based on three different class sizes. School District Class Size Distribution 06-07 07-08 08-09 06-07 07-08 08-09 Classrooms Containing: Suspensions 95 90 116 415 496 357 Average 1-20 21-32 33+ Suspension Rate 11.9% 12.4% 14.9% 11.2% 13.7% 9.7% Class Size Students Students Students Expulsions 0 0 0 0 1 2 07 08 09 07 08 09 07 08 09 07 08 09 Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% K 20 19 21 4 5 5 1 - 1 - - - 4 30 28 33 - - - 7 7 3 - - 4 Enrollment By Grade 5 29 29 33 1 - - 5 7 2 1 - 4 Regular daily attendance is a priority at Swing Elementary. Parents are 6 29 33 33 - - - 9 - 1 - 6 5 notified of absences through phone calls, letters, and conferences with the 4-8 9 5 10 1 1 1 ------principal. Good attendance is encouraged through motivational incentives such as Perfect Attendance awards and community-based rewards, as well as through parent conferences and after-school tutoring. The chart Class Size Reduction illustrates the trend in enrollment for the last three years. In 1996, state legislature approved implementation of the Class Size Reduction (CSR) program that provides funding to hire additional teachers Enrollment Trend by Grade Level to assist schools in reducing K-3 class sizes. Swing Elementary began 2006-07 2007-08 2008-09 implementing CSR for grades kindergarten through three in 1996-1997. K 122 98 125 The table displays the CSR Participation percentage of K-3 classrooms 2006-07 2007-08 2008-09 4th 222 202 243 that participated in CSR for the 5th 216 219 203 past three school years. K 80% 100% 83% 6th 241 209 209 Textbooks & Instructional Materials Those students who continue to exhibit excessive absences are directed Brawley Elementary School District sets a high priority upon ensuring that to the appropriate authorities including the District’s School Attendance sufficient and current textbooks and materials are available to support Review Board (SARB). Students are referred to SARB if they have the school’s instructional program. The district held a Public Hearing on persistent attendance and behavior problems in school and when the September 22, 2009, and determined that each school within the district normal avenues of classroom, school, and district counseling do not resolve has sufficient and good quality textbooks, instructional materials, or the situation. Brawley Elementary School District’s School Attendance science lab equipment, pursuant to the settlement of Williams vs. The Review Board (SARB) is composed of parents, representatives from the State of California. All students, including English Learners, are given school district, and members of the community, including representatives their own individual standards-aligned textbooks or instructional materials, from law enforcement, welfare, probation, and mental health. or both, in core subjects for use in the classroom and to take home. All The SARB team meets regularly to combine resources on behalf of the textbooks and instructional materials used within the district are aligned students referred to them. They work collaboratively to diagnose the with the California State Content Standards and Frameworks and have problem and recommend alternative solutions to alleviate circumstances been approved by the Board of Trustees. that contribute to specific truancy, attendance, or behavior problems. Brawley Elementary School District follows the State Board of Education’s Other intervention programs that promote attendance include parent six-year adoption cycle for core content materials and the eight-year cycle conferences, after-school tutoring, recognition programs for perfect or for textbook adoptions in foreign language, visual and performing arts, improved attendance, and Student Study Team (SST) meetings. and health. District textbook review and adoption activities occur the year following the state’s adoption. The most recent textbooks, as of September Instructional Time (includes Minimum days) 2009, is shown in the chart. For the 2008-09 school year, Swing Elementary offered 180 days of District-Adopted Textbooks instruction, comprised of 141 regular days and 39 minimum days. All Grade Adoption % Subject Publisher Sufficient instructional time either met or exceeded the daily instructional minute Levels Year Lacking requirements specified in the California Education Code. The table displays English/ Pearson Scott K, 4-5 2009 Yes 0.0% a comparison of the number of instructional minutes offered at the school Language Arts Foresman as compared to the state requirement for each grade level. History/Social Houghton K, 4-5 2006 Yes 0.0% Science Mifflin Instructional Minutes By Grade Level Harcourt School K, 4-6 Mathematics 2008 Yes 0.0% Publishers Minutes Required Actual Minutes Pearson Scott K 36,000 40,275 K, 4-6 Science 2007 Yes 0.0% Foresman 4th 54,000 57,345 English National 5th 54,000 57,345 4th-6th Language Geographic & 2009 Yes 0.0% Development Hampton Brown 6th 54,000 57,345 English/ Pearson/ 6th 2009 Yes 0.0% Language Arts Prentice Hall History/Social Holt, Rinehart & 6th 2006 Yes 0.0% Science Winston

Phil D. Swing Elementary School 2 Published: December 2009 Library Information The purpose of our School Site Council, School Advisory Committee, and the English Language Advisory Council is multifaceted. It includes the Swing Elementary’s library is stocked with adopted core texts, reference promotion of academic excellence while creating a spirit of cooperation materials, and magazines for student use. Students visit the library between parents, staff and students; the development of the School regularly and are supervised by a full-time librarian. The library is available Improvement program and its implementation, assessment, and for general student use before school, during breaks and lunch, as well as modification to reflect changing improvement needs and priorities; and it after school until 2:30 p.m. creates a forum for questions relating to the school and its improvement. Our Parent-Teacher Association (PTA) is charged with the responsibility Computer Resources of supporting the welfare of all students. It also enriches the schools base program by supporting the goals outlined in the School Improvement Plan. All classrooms at Swing Elementary are connected to the Internet with an Lastly, through annual fundraisers, it provides additional financial support average of three computers per classroom. In addition to the classroom to various school functions. computers, the school has a computer lab with 34 computers. Students are trained on the following computer software programs: Lexia Phonics, Advanced Learning Systems, Reading Plus, Accelerated Reader, Counseling & Support Staff Accelerated Math, Wordsmart, Microsoft Word, and Internet Explorer. It is the goal of Swing Elementary to assist students in their social and Computer Resources personal development as well as academics. All Swing Elementary School staff value student well-being and are sensitive to the needs of the 06-07 07-08 08-09 children. The district provides special attention to students who experience Computers 160 168 156 difficulty achieving, coping with personal and family problems, decision Students per computer 5.0 4.3 5 making, or handling peer pressure. The vice principal coordinates the counseling and support services at Swing Elementary. Qualified personnel Classrooms connected to Internet 36 36 32 provide counseling and support services on a part-time or full-time basis. Psychologists and counselors are devoted to helping students deal with Additional Internet Access/Public Libraries problems and assisting them to reach positive goals. The counselor-to-pupil ratio is 1:780. In the event of an extreme crisis, the For additional research materials and Internet availability, students are district is able to provide additional staff counselors and psychologists to encouraged to visit the public libraries located throughout Imperial County, meet the needs of the affected children. The chart illustrates the counseling which contain numerous computer workstations. For more information and support services staff that are available to all students who require on locations and hours please visit http://www.co.imperial.ca.us/library/ additional assistance. default.html. Counseling & Support Services Staff Curriculum Improvement Number of Full Time Staff Equivalent All curriculum improvement at Swing Elementary revolves around the State content and performance standards for grades seven and eight. Teachers Computer Technician 1 1.0 align curriculum to ensure all students meet or exceed state proficiency Counselor 1 1.0 levels. District Nurse 1 0.2 The writing and implementation of Swing Elementary’s curriculum is an ongoing process. Members of the District Committee and Mentor Teachers Health Assistant 1 1.0 update course outlines regularly. The changes are made in response to Librarian 1 1.0 the needs of the teachers, students, parents, administrators, and staff. Para-educators 10 7.5 Brawley Elementary School District and Swing Elementary worked hard during the 2008-09 school year to maintain a high quality of instruction Psychologist 1 0.4 in all areas and ensure the curriculum is appropriately aligned with state SARB Officer 1 0.2 frameworks. Instruction is monitored through classroom visitations by the Special Day Class principal, who makes recommendations and suggestions. 2 2.0 (SDC) Teachers Speech Therapist 1 0.2 Parent & Community Involvement Resource Specialist 1 1.0 Phil D. Swing School realizes the positive correlation between parent Program Teacher involvement and successful students. For this reason, Swing Elementary Resource Staff 2 2.0 School continually searches for avenues to involve parents and community to participate in the education of our students. Swing’s commitment to Resource Teacher 1 1.0 parent involvement helped to create the Phil D. Swing School’s Parent Involvement Policy. The policy was a result of hard work and careful Swing Elementary has a large Hispanic population and many students planning by students, parents, teachers, and administrators. The policy exhibit limited proficiency in English. Bilingual classes offer English and reads as follows: “Our goal is to: provide a positive learning environment Spanish instruction. When the students develop English proficiency, they that allows parents the opportunities to be involved in the planning, review, are reclassified and placed in the Least Restrictive Environment (LRE). and improvement of school programs, maintain meaningful communication between parents and school on a regular basis; and provide families with In addition to regular classroom teaching assignments, Swing Elementary practical techniques and strategies that will enable them to work with their had specially trained staff who provided services in the following subject children at home to support academic efforts and social development.” areas: The school is convinced that much of its success is the product of parent • Learning Handicapped (one RSP and two SDC teachers) volunteers who take an active role in their children’s education. These • Bilingual Credentials (ten full-time teachers) programs were created to give parents and community members an • GATE Program for students in grades 4-6 (ten trained teachers) opportunity to express their ideas, concerns, and feelings. Some of the • After-school Interventions for At-risk students parent-related groups include: • Pupil Personnel Specialist (one full-time counselor) • Specially Designed Academic Instruction in English/English Language • The Parent Teacher Association • School Site Council Development (six full-time teachers) • English Leaner Advisory Committee • School Advisory Committee • Crosscultural, Language and Academic Development (twelve full-time teachers)

Phil D. Swing Elementary School 3 Published: December 2009 Local businesses lend their support by providing incentives to support student achievement, attendance, and effort. Throughout the school year, students are rewarded for positive choices as well as positive citizenship. It is greatly appreciated that so many businesses continue to support education in our community. The staff of Phil D. Swing School continues to support parent involvement and parent participation in their children’s education. Grade level/staff collaborate to provide for the needs of parents to ensure their involvement and that their children’s progress is on-going. For additional information about organized opportunities for parent involvement or for Parents who wish to participate in Phil Swing’s committees, school activities, or become volunteers may contact Brian Taylor-Principal or Diane Ortiz-Categorical Resource Teacher at (760) 344-3350. California Standards Test The California Standards Test (CST), a component of the STAR Program, is California Standards Test (CST) administered to all students in the Spring to Subject School District State assess student performance in relation to the State Content Standards. Student scores are 2007 2008 2009 2007 2008 2009 2007 2008 2009 reported as performance levels: Advanced English/Language Arts 32 40 47 35 40 45 43 46 50 (exceeds state standards), Proficient (meets Mathematics 39 45 51 41 48 50 40 43 46 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Science 31 34 48 33 40 48 38 46 50 Basic (well below standards). The combined History/Social Science * * * 24 24 34 33 36 41 percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Math, and Science, for the most recent three- year period, is shown.

California Standards Test (CST) Subgroups English/ History/ Subject Language Mathematics Science Social Arts Science African American 43 40 * * American Indian * * * * Asian * * * * Filipino * * * * Hispanic or Latino 46 50 47 * Pacific Islander * * * * Caucasian 65 55 50 * Males 45 51 48 * Females 51 50 48 * Socioeconomically 43 46 42 * Disadvantaged English Learners 21 27 24 * Students with 27 32 35 * Disabilities Migrant Education 36 44 29 * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

Academic Performance Index API School Results 06-07 07-08 08-09 The Academic Performance Index (API) is a score on a scale of 200 to 2009 API Growth Statewide Rank 3 4 4 1,000 that annually measures the academic performance and progress Score of individual schools in California. The state has set 800 as the API score Similar Schools Rank 5 7 7 that schools should strive to meet. All Students Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), Actual Growth 17 33 15 769 according to type of school (elementary, middle, or high school). Socioeconomically Disadvantaged Similar Schools Rank: Schools also receive a ranking that compares Actual Growth 24 35 16 746 that school to 100 other schools with similar demographic characteristics. Hispanic or Latino 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 Actual Growth 18 37 19 767 schools. English Learners Actual Growth 11 21 33 719

Phil D. Swing Elementary School 4 Published: December 2009 Adequate Yearly Progress No 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 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 Adequate Yearly Progress (AYP) in English/Language Arts (ELA) and Mathematics. • Percent proficient on the state’s standards-based assessments School District in ELA and Mathematics. Made AYP Overall Yes No • API as an additional indicator. English - English - • Graduation rate (for secondary schools). Met AYP Criteria Language Mathematics Language Mathematics There are several consequences for schools that do not meet the Arts Arts AYP standards, including additional tutoring and replacing of staff. Participation Rate Yes Yes Yes Yes Students would also be allowed to transfer to schools (within their district) that have met their AYP’s, and the former school would Percent Proficient Yes Yes No No be required to provide the transportation to the new site. Results API School Results Yes Yes of school and district performance are displayed in the chart. Graduation Rate N/A N/A Federal Intervention Program Schools 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.

Federal Intervention Programs School District Program Improvement (PI) Status In PI In PI First Year in PI 2003-2004 2008-2009 Year in PI (2009-10) Year 5 Year 2 # of Schools Currently in PI - 4 % of Schools Identified for PI - 80.00%

Physical Fitness In the spring of each year, Swing Elementary is required by the State to administer a Physical Fitness Test to all students in fifth grade. The Physical Fitness Test measures each student’s ability to perform fitness tasks in six major areas. 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). Testing data was not available at the time of publication. The test was not administered during the 2008-09 school year and was initially rescheduled for fall 2009. This test will subsequently be administered in the spring of 2010, which is the normal testing cycle.

Contact Information Parents who wish to participate in Swing Elementary’s leadership teams, school committees, school activities, or become volunteers may contact the Principal Brian Taylor or Resource Officer Diane Ortiz at (760) 344-3350.

Teacher Evaluation & Development Swing Elementary is dedicated to maintaining the best educational instruction for its students. For this reason, teacher evaluations are given regularly by the school principal to ensure that the needs of the students are being addressed. Probationary teachers are evaluated annually and permanent teachers are evaluated biennially. Representatives from each school attended workshops regarding recent instructional trends, developments, and improvements. The district offers three staff development days annually where teachers are offered a broad based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. Various other staff development days were available on weekends and during the summer. Staff development topics for the 2008-09 school year included: Thinking Maps: Tools for Learning, Data Director Program/Using Data Director to Develop and Analyze Teacher- Developed Assessments, and Differentiating Instruction for Depth and Complexity.

Data Sources Data within the SARC was provided by Brawley Elementary School District School District, retrieved from the 2008-09 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). 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.

Phil D. Swing Elementary School 5 Published: December 2009 National Assessment of Educational Progress The National Assessment of Educational Progress (NAEP) is a nationally representative assessment National Assessment of Educational Progress of what America’s students know and can do in Reading and Mathematics Results for Grades 4 & 8 various subject areas. Assessments are conducted periodically in mathematics, reading, science, By Performance Level - All Students writing, the arts, civics, economics, geography, Average Scale Score % at Each Achievement Level and U.S. history. Student scores for reading and State National Basic Proficient Advanced mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the Reading 2007 Grade 4 209 220 30 18 5 participation of students with disabilities (SD) and Reading 2007 Grade 8 251 261 41 20 2 English language learners (ELL) is reported based on three levels (identified, excluded, and assessed). Math 2009 Grade 4 232 239 41 25 5 Detailed information regarding the NAEP results for Math 2009 Grade 8 270 282 36 18 5 each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page at http://nces. National Assessment of Educational Progress ed.gov/nationsreportcard/. Reading and Mathematics Results for The first table displays the National Assessment of Educational Students with Disabilities (SD) and/or English Language Learners (ELL) Progress Results for reading (2007) and mathematics (2009) for grades four and eight by scale score and achievement level. By Grades 4 & 8 and Participation Rate - All Students The second table displays the participation rates on the National Participation Rate Assessment of Educational Progress for reading (2007) and State National mathematics (2009) by students with disabilities and/or English language learners for grades four and eight. SD ELL SD ELL NOTE: Only a sample group of California’s schools and districts Reading 2007 Grade 4 74 93 65 80 participate in the NAEP testing cycle. Therefore, students in any Reading 2007 Grade 8 78 92 66 77 particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either Math 2009 Grade 4 79 96 84 94 the LEA or the individual school. Math 2009 Grade 8 85 96 78 92

Teacher Assignment Brawley Elementary School District recruits and employs the most qualified Teacher Credential Status credentialed teachers. For the 2008-09 school year, Swing Elementary had 29 fully credentialed teachers who met all credential requirements in School District accordance with State of California guidelines. 06-07 07-08 08-09 08-09 Teacher misassignments reflect the number of placements within a school Fully Credentialed 32 29 30 177 for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold Without Full Credentials 1 1 0 2 a legally recognized certificate or credential. Working Outside Subject 0 0 0 0

Misassignments/Vacancies 07-08 08-09 09-10 Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the Misassignments of Teachers of English Learners 0 0 0 beginning of the year for an entire year or, if the position is for a one- Misassignments of Teachers (other) 0 0 0 semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for Total Misassignments of Teachers 0 0 0 an entire semester. For the 2009-10 school year, the most current Vacant Teacher Positions 0 0 0 available data are reported.

Highly Qualified Teachers The Federal No Child Left Behind Act requires that all teachers in core subject NCLB Compliant Teachers 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: % of Core % of Core possession of a Bachelor’s Degree, possession of an appropriate California Academic Academic teaching credential, and demonstrated competence in core academic subjects. Courses Courses Taught Taught By By NCLB Non-NCLB Compliant Compliant Teachers Teachers School 100.0% 0.0% District 100.0% 0.0% High-Poverty Schools in District 100.0% 0.0% Low-Poverty Schools in District 0.0% 0.0%

Phil D. Swing Elementary School 6 Published: December 2009 Safe School Plan Swing Elementary provides a safe, clean environment for students, staff, and volunteers. Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check in at the school office upon arrival and obtain a visitor’s badge; visitors are required to return to the school office upon departure. During lunch, recesses, and before and after school, teachers and administrators supervise students and school grounds, including the cafeteria and playgrounds, to ensure a safe and orderly environment. The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures. Fire drills are conducted monthly throughout the school year, earthquake drills conducted twice a year, and disaster drills conducted annually. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and district staff in the fall, at the start of each school year. The plan was last updated and reviewed with school staff in May 2009.

School Facilities Built in 1960, the school is situated on nine acres. School buildings School Facility Conditions span more than 47,000 square feet, and consist of 30 permanent and Date of Last Inspection: 09/03/2009 nine portable classrooms, a multipurpose room, a library, a playground, a computer lab, administrative offices, restrooms, and storage rooms. Overall Summary of School Facility Conditions: Good Deficiency & Remedial Facility Component Cleaning Process & Schedule Items Inspected Actions Taken or System Status The district governing board has adopted cleaning standards for all Planned schools in the district. A team of custodians ensures classrooms, Good Fair Poor restrooms, and campus grounds are kept clean and safe every day. Systems (Gas Leaks, A summary of these standards is available at the school office or at X Mech/HVAC, Sewer) the district office. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and Interior X safe school. Playground - Ants under Cleanliness (Overall playground equipment. The chart shows the results of the most recent school facilities Cleanliness, Pest/ X (Taken care of after inspection. While reviewing this report, please note that even minor Vermin Infestation) discrepancies are reported in the inspection process. The items noted school) in the table have been corrected or are in the process of remediation. Electrical X Restrooms/Fountains X Deferred Maintenance Budget Safety (Fire Safety, X The district participates in the State School Deferred Maintenance Hazardous Materials) Program, which provides matching funds on a dollar–for–dollar Structural (Structural basis, to assist school districts with expenditures for major repair or X replacement of existing school building components. Typically this Damage, Roofs) includes roofing, plumbing, heating, electrical systems, interior or External (Grounds, exterior painting, and floor systems. For the 2009-10 school year the Windows, Doors, X district allocated $434,944 for deferred maintenance program. This Gates, Fences) represents 1.57% of the district’s general fund budget.

Maintenance & Repair Safety concerns are the number one priority of Maintenance and Operations. District maintenance personnel are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure that the highest priority is given to emergency repairs.

Substitute Teachers Substitute teachers are recruited and assigned through the district personnel office centralized calling system. Under normal conditions, the district is able to supply an adequate number of qualified substitute teachers who have received satisfactory work performance evaluations as substitutes. Support staff with teaching credentials, resource teachers, and administrators are also utilized when substitute teachers are not available.

Phil D. Swing Elementary School 7 Published: December 2009 Teacher & Administrative Salaries This table displays district salaries for teachers, principals, and superintendents, and Average Salary Information compares these figures to the state averages for districts of the same type and size. Teachers - Principal - Superintendent The table also displays teacher and administrative salaries as a percent of the districts 2007-08 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 web site, District State www.cde.ca.gov. Beginning Teachers $39,916 $41,031 Mid-Range Teachers $66,859 $63,366 School Site Teacher Salaries Highest Teachers $82,626 $80,596 State law requires comparative salary and budget information to be reported to the Elementary School Principals $106,143 $100,937 general public. At the time this report was published, the most recent salary comparison Middle School Principals $100,316 $105,066 data from the State of California was for the 2007-08 school year. For comparison purposes, the California Department of Education has provided average salary data High School Principals - $106,534 from school districts throughout the state having between 1,500 to 4,999 Average Daily Superintendent $131,193 $147,438 Attendance (ADA). The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state. Salaries as a Percentage of Total Budget Teacher Salaries 46.0% 41.0% Average Teacher Salaries Administrative Salaries 6.0% 6.0% School & District School $70,171 District $68,361 Percentage of Variation 2.64% School & State All Elementary School Districts $63,421 Percentage of Variation 10.64%

District Expenditures Brawley Elementary School District spent an average of $8,161 to educate each student (based on 2007-08 audited financial statements). The figures shown in the table reflect the direct cost of educational services, per average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and is compared with other districts state-wide.

Expenditures per Pupil School Total Expenditures Per Pupil $6,670 From Restricted Sources $1,191 From Unrestricted Sources $5,479 District From Unrestricted Sources $5,479 Percentage of Variation between School & District 0.00% State From Unrestricted Sources $5,512 Percentage of Variation between School & State 0.60%

In addition to general fund state funding, Brawley Elementary School District receives State and Federal funding for the following categorical, special education, and support programs: • Title I • Mandated Costs • Special Education • Interagency Contracts • Gifted and Talented Education • Staff Development • Drug/Alcohol/Tobacco • Economic Impact Aid • Home-to-School Transportation • Instructional Materials • School Improvement Program • Class Size Reduction • Special Education Transportation • Peer Assistance and Review

Phil D. Swing Elementary School 8 Published: December 2009