REVISED MARCH 22, 2005
2004-2005 No Child Left Behind - Blue Ribbon Schools Program
U.S. Department of Education
Cover Sheet Type of School: Elementary __ Middle __ High __ K-12
Name of Principal Mrs. Elizabeth Hollingsworth
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
OfficialSchool Name K L. Carver Elementary School
(As it should appear in the official records)
School Mailing Address 3100 Huntington Drive
(If address is P.O. Box, also include street address)
San Marino California 91108-2238
City State Zip Code+4 (9 digits total)
County Los Angeles School Code Number 19 64964 6022495_____
Telephone ( 626 )299-7080Fax ( 626 ) 299-7086 _____
Website/URL E-mail
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date February 1, 2005
(Principal’s Signature)
Name of Superintendent* Mr. Jack Rose
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name San Marino Unified School District Tel. ( 626 ) 299-7000
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date February 1, 2005
(Superintendent’s Signature)
Name of School Board
President/Chairperson Mr. Andrew Barth
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date February 1, 2005
(School Board President’s/Chairperson’s Signature)
PART I ELIGIBILITY CERTIFICATION
[Include this page in the school’s application as page 2.]
The signatures on the first page of this application certify that each of the statements below concerning the school's eligibility and compliance with U.S. Department of Education, Office of Civil Rights (OCR) requirements is true and correct.
- The school has some configuration that includes grades K-12. (Schools with one principal, even K-12 schools, must apply as an entire school.)
- The school has not been in school improvement status or been identified by the state as "persistently dangerous" within the last two years. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2004-2005 school year.
- If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.
- The school has been in existence for five full years, that is, from at least September 1999 and has not received the 2003 or 2004 No Child Left Behind – Blue Ribbon Schools Award.
- The nominated school or district is not refusing the OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide compliance review.
- The OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if the OCR has accepted a corrective action plan from the district to remedy the violation.
- The U.S. Department of Justice does not have a pending suit alleging that the nominated school, or the school district as a whole, has violated one or more of the civil rights statutes or the Constitution's equal protection clause.
- There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II DEMOGRAPHIC DATA
All data are the most recent year available.
DISTRICT (Questions 12 not applicable to private schools)
1.Number of schools in the district: 2 Elementary schools
1 Middle schools
0 Junior high schools
1 High schools
0 Other
4 TOTAL
2.District Per Pupil Expenditure: $6,776.00
AverageState Per Pupil Expenditure: $6,881.82
SCHOOL (To be completed by all schools)
3.Category that best describes the area where the school is located:
[ ]Urban or large central city
[ ]Suburban school with characteristics typical of an urban area
[ ]Suburban
[ ]Small city or town in a rural area
[ ]Rural
4. 10 Number of years the principal has been in her/his position at this school.
If fewer than three years, how long was the previous principal at this school?
5.Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 0 / 0 / 0 / 7 / 0
K / 47 / 35 / 82 / 8 / 0
1 / 49 / 52 / 101 / 9 / 0
2 / 55 / 34 / 89 / 10 / 0
3 / 55 / 61 / 116 / 11 / 0
4 / 67 / 66 / 133 / 12 / 0
5 / 51 / 56 / 107 / Other / 0
6 / 0
TOTAL STUDENTS IN THE APPLYING SCHOOL / 628
[Throughout the document, round numbers to avoid decimals.]
6.Racial/ethnic composition of 27 % White
the students in the school: <.5 % Black or African American
3 % Hispanic or Latino
70 % Asian/Pacific Islander
<.5 % American Indian/Alaskan Native
100% Total
Use only the five standard categories in reporting the racial/ethnic composition of the school.
7.Student turnover, or mobility rate, during the past year: 4 %
(This rate should be calculated using the grid below. The answer to (6) is the mobility rate.)
(1) / Number of students who transferred to the school after October 1 until the end of the year. / 14(2) / Number of students who transferred from the school after October 1 until the end of the year. / 13
(3) / Subtotal of all transferred students [sum of rows (1) and (2)] / 27
(4) / Total number of students in the school as of October 1 (2003-2004) / 628
(5) / Subtotal in row (3) divided by total in row (4) / .0429
(6) / Amount in row (5) multiplied by 100 / 4
8.Limited English Proficient students in the school: 7 %
41 Total Number Limited English Proficient
Number of languages represented: 5
Specify languages: Mandarin, Cantonese, Vietnamese, Dutch, Japanese, Spanish
9.Students eligible for free/reduced-priced meals: 1 %
Total number students who qualify: 9
If this method does not produce an accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported lunch program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10.Students receiving special education services: 9 %
56 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
3 Autism____Orthopedic Impairment
____Deafness____Other Health Impaired
____Deaf-Blindness 20 Specific Learning Disability
1 Emotional Disturbance 29 Speech or Language Impairment
1 Hearing Impairment Traumatic Brain Injury
____Mental Retardation Visual Impairment Including Blindness
2 Multiple Disabilities
- Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-timePart-Time
Administrator(s) 1 ______
Classroom teachers 29 ______
Special resource teachers/specialists 5 1
Paraprofessionals 4
Support staff 5 19
Total number 40 24
12.Average school student -“classroom teacher” ratio:20:1 in grades K-3 / 27:1 in grades 4-5
13.Show the attendance patterns of teachers and students as a percentage. The student dropout rate is defined by the state. The student drop-off rate is the difference between the number of entering students and the number of exiting students from the same cohort. (From the same cohort, subtract the number of exiting students from the number of entering students; divide that number by the number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in 100 words or fewer any major discrepancy between the dropout rate and the drop-off rate. (Only middle and high schools need to supply dropout rates and only high schools need to supply drop-off rates.)
2003-2004 / 2002-2003 / 2001-2002 / 2000-2001 / 1999-2000Daily student attendance / 98% / 98% / 98% / 98% / 97%
Daily teacher attendance / 97 % / 97% / 97% / 97% / 97%
Teacher turnover rate / 4 % / 4% / 11% / 11% / 7%
Student dropout rate (middle/high) / n/a / n/a / n/a / n/a / n/a
Student drop-off rate (high school) / n/a / n/a / n/a / n/a / n/a
PART III: Summary
K.L.CarverElementary School is located in San Marino, a suburb east of Los Angeles in Southern California. The former home of the Gabrielino Indians, and later the Henry E. Huntington Ranch, has evolved into a neighborhood of single-family homes nestled in the oak-rich foothills of the San Gabriel Mountains. CarverSchool opened in its present location in 1952 and is one of two elementary schools in our small District. We pride ourselves on the caring relationships we develop with our students and their families.
The culture of CarverSchool is one of strong, academic achievement in a nurturing environment. Carver's dedicated principal knows every child’s name through her campus activities and exhibits a leadership style that motivates teachers and students to excel. What distinguishes our school is the balance of academics, character building, age-appropriate activities, and personalized attention. Our exceptional P.E. program employs character-building strategies to teach the importance of ethics and character. Respect is modeled and expected by all, from the principal to the grounds crew.
Together, our principal and teachers have worked as partners to create a vibrant standards-based learning environment in which every child's unique strengths are recognized and celebrated. At Carver the teaching spirit is one where all teachers are responsible for all children, ensuring fair and consistent consideration for every student, across all settings throughout the school. We accomplish our mission: to create a collaborative environment that fosters lifelong learning for all children, to inspire students to reach their highest potential, and to empower them to achieve their goals.
In every conceivable way, Carver embraces and celebrates divergent abilities, cultures, and ethnicities. By recognizing and accepting diversity, Carver students learn to see beyond themselves and gain a heightened awareness of the world around them.Carver students participate in service learning opportunities, benefiting an orphanage and disaster victims, among others; they plant and cultivate campus gardens, gain business acumen by helping in the Carver Student Store, and address campus issues through a democratic process of student council.
High academic standards and achievement are a hallmark of Carver. Our strong API score of 946 in 2004 represents a 13 point increase—our fifth consecutive year of consistent gains. We believe our success in implementing the California academic standards is due in large part to Carver’s strong academic culture, the close rapport between students and our innovative teachers, and the tight bonds between teachers and families. Our district supports an average class size of 20 students in grades K-3, and 27 students in grades 4-5. Through every grade, technology instruction is integrated into curriculum-related assignments with both in-class computing and computer lab instruction.The Carver student becomes a highly literate individual who is an effective writer and communicator, critical thinker, and problem solver who can combine these skills with technological expertise to attain personal goals in a culturally diverse world. As our teachers have implemented a standards-aligned curriculum, our students have gained ground every year.
Our community takes pride in Carver’s achievements; and we are especially appreciative of their generous financial support—through parcel taxes for teaching salaries, a construction bond for modernization, and the San Marino Schools Foundation's unfailing donations to the district. But we see this pride best in the tens of thousands of volunteer hours clocked each year by members of the Carver P.T.A. and our families. This level of commitment does not happen by accident, but through a strategy of personalized recruitment and on-going appreciation. In a campus always abuzz with dedicated volunteers who facilitate classroom learning, activities, and events, all are welcome and recruited. Language and experience are not barriers—we value every contribution of time and energy parents can make.
At the time of its founding, Carver chose for its mascot “The Pioneers.” Today, Carver still shows a courageous, invincible spirit. Like those adventurous early Western Settlers who trail blazed new paths to uncharted destinations, we foster our children's independent curiosity and love of discovery, exploration and innovation. Through the collaborative efforts of administrators, faculty, staff, parents and classmates, we strive to develop and inspire students to become Pioneers of the future.
Welcome to CarverSchool!
PART IV.1: Indicators of Academic Success
K.L.CarverElementary School is proud of having an historically strong academic program, supported by an extensive network of teachers, administrators, parents, and community members. On both nationally normed tests and state criterion referenced assessments, our students’ performance has consistently placed CarverSchool in the top ten percent of public schools in California, reflecting the strong academic achievement of our students.
In California, the Student Testing and Reporting System (STAR) reports achievement data for students in grades 2-11 for all public schools in the state. STAR is comprised of two measures: (1) the California Standards Test (CST), which is a criterion referenced test aligned with the state’s academic standards; and (2) the California Achievement Test (CAT/6), which is a nationally norm referenced survey test. STAR assessment results for K.L.CarverElementary School and the State of California can be found online (
Carver students’ assessment results on the CST show how thoughtful planning of curriculum leads to continuous improvement and success. The California Department of Education reports CST results in five performance levels: advanced, proficient, basic, below basic, and far below basic. Students demonstrate meeting the standards when they perform at, or above, the proficient level. In 2004, a significant percentage of Carver students met and exceeded state standards, performing at proficient or advanced levels on the CST:
•In 2nd grade, 86% of students in language arts, 94% in math
•In 3rd grade, 78% of students in language arts, 94% in math
•In 4th grade, 84% of students in language arts, 89% in math
•In 5th grade, 86% of students in language arts, 73% in math
CAT/6 is a nationally norm referenced test introduced in 2003, with results reported in percentile bands. All schools in California strive to perform at or above the 50% percentile, demonstrating mastery of standards. In 2004, a significant percentage of Carver students performed at or above the 50th percentile on reading and math sections of the CAT/6:
•In 2nd grade, 86% of students in reading, 97% in math
•In 3rd grade, 79% of students in reading, 94% in math
•In 4th grade, 79% of students in reading, 88% in math
•In 5th grade, 82% of students in reading, 93% in math
At CarverSchool, we ensure that our students are tested; our student participation rate on the STAR assessment in 2003 was 99.8% and in 2004 was 99.6%. We are especially proud of the achievement of students in our smaller subgroups (English language learners and students with disabilities) whose achievements reflect consistently similar gains to our school-wide population.
The Academic Performance Index (API) is California’s system for ranking schools statewide according to results of student performance on STAR tests. The API uses a numeric index ranging from 200 to 1000. A school is considered high achieving if its API is over 800. CarverSchool’s API scores are consistently high and show the steady growth of our students. Carver’s API score was 946 in 2004, which was an increase from 938 in 2003.
We are delighted by our students’ success on the proficiency levels of the CSTs and the growth of our school-wide API scores, while we also continue to focus on character building and life skills competencies in addition to academics. Carver students, across the grades and over the years, sustain scores at the top of the rankings in the critical areas of literacy and mathematics.
PART IV.2: K.L.CarverElementary School uses assessment data to understand and improve student and school performance.
Carver teachers systematically examine and use student assessment results to ensure progress toward achievement of academic standards. Early in the fall, our teachers and staff analyze California’s STAR results at the school level and evaluate specific program strengths and weaknesses, set annual goals, and revise instruction as needed. Teachers in grades 3-5 analyze cohort scores from the STAR results. For example, 4th grade teachers receive class-matched data for their students’ STAR results and they analyze each student’s growth from 2nd and 3rd grades. We set high goals for all students and closely track the progress of at-risk and special needs students.
Throughout the year, Carver teachers continually monitor student progress, using state assessment information, district math assessments and school-based authentic assessments. Assessment tools include quarterly math anchor tests, school-wide writing samples, grade level rubrics, publishers' tests, daily student performance, reports, projects, and teacher observations. Teachers use assessment information to plan and adjust curriculum and teaching practices on a regular basis. Grade level team meetings, release time, and professional development days are used to analyze student achievement data and make instructional decisions.
Carver teachers also use state testing data to analyze and track performance of individual students over time. The principal, resource specialist, and classroom teachers identify each student who is performing at, or below, basic levels of proficiency. Individual plans for intervention are made and include input from the previous year’s teacher.
The School Site Council (SSC) relies on assessment data, including STAR results, as they develop the School Improvement Plan to reflect areas where growth is needed. The SSC develops and monitors school-wide goals that will most impact student achievement. This team of parents, teachers, and staff work together using assessment data to understand and plan improvement of student and school performance.
PART IV.3: K.L. Carver Elementary School communicates student performance, including assessment data, to parents, students, and the community.
In the fall, the school district communicates local assessment results from California’s STAR system in a mailing that includes performance data for individual students and the district. The Assistant Superintendent hosts meetings where parents learn to interpret their child’s performance in relation to the standards. The local English and Chinese language newspapers also report STAR results and praise Carver’s ranking on the state’s Academic Performance Index. Carver’s School Accountability Report Card is published annually and communicates test results and other relevant data to the community.