School Accountability Report Card    
  Reported for School Year 2002-2003  
Published During 2003-2004

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/datasources.asp. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02.

School InformationDistrict Information
 School Name Oak Knoll Elementary District Name Menlo Park City Elementary
 Principal David Ackerman   Superintendent  Kenneth Ranella
 Street 1895 Oak Knoll Lane Street 181 Encinal Ave.
 City, State, Zip Menlo Park, CA    94025-6120 City, State, Zip Atherton, CA    94027-3102
 Phone Number  650-854-4433  Phone Number  650-321-7140
 FAX Number  650-854-0179   FAX Number  650-321-7184
 Web Site www.mpcsd.org/oakknoll   Web Site www.mpcsd.org 
 E-mail Address dackerman@mpcsd.org   E-mail Address jmitchell@mpcsd.org 
 CDS Code 41-68965-6044176 SARC Contact Jo Mitchell 

School Description and Mission Statement
Oak Knoll School, located 40 miles south of San Francisco in the city of Menlo Park, is one of the four schools in the Menlo Park City School District.  Enrollment is approximately 600 students in Kindergarten through Grade 5.

The school staff includes 30 regular education teachers, one librarian, one special education teacher, two Student Support/Team teachers, one Miller-Unruh Reading Specialist, a 3-5 Reading Specialist, one Resource specialist, one Speech and Language specialist, an art, music,  and a PE teacher, and one administrator supported by two half time assistants.   Part- time staff includes psychologist and nurse services, and part-time teachers for science and music.  The staff is supported by a school secretary, two clerks, and twelve classroom aides.

Oak Knoll has a small minority population: 22% of the total student body.  The Oak Knoll community values education, and therefore, less than 1% of our students are absent without excuse daily.

Oak Knoll School is dedicated to providing a quality educational program for all students.  It is our mission to inspire students to achieve at high levels and to investigate questions of interest.  We must breathe life into the curriculum.  It is our goal to create a school where children are inspired:  inspired to learn, inspired to create, inspired to learn about each other, inspired to change the world, inspired to take risks.  We wish to create a school where learners are continually awed by the wonder and joy of learning.  Oak Knoll is a school where teachers are in love with their children and in love with the process of education.  Oak Knoll values excellence, compassion, cooperation, creativity, love, determination and joy.

Opportunities for Parental Involvement
 Contact Person Name  David Ackerman  Contact Person Phone Number  650-854-4433
Parents regularly volunteer at Oak Knoll School to provide teacher instructional support and to coordinate special projects and activities planned by staff or by the Parent-Teacher Association.  Back-to-School and Open House evenings draw 90-95% of our parents.

PTA membership is over 95%.  Through annual family events such as the Family Feasts, and weekly projects such as Hot Food Days, the PTA provides for community involvement in the school, and contributes thousands of dollars yearly to support school programs.  An after school sports program in basketball is coordinated by the PTA.

Community organizations provide support for Oak Knoll.  The Menlo Park Police Department cooperates with staff in presenting safety and drug information to students.  The Menlo Park Fire Department makes safety inspections, conducts monthly fire drills, and instructs students in fire safety.

Oak Knoll supports its community through its service squads and the Caring & Sharing Committee of the PTA.  Students participate in food/clothing drives, Earth Day celebrations, paperback book drives, and recycling. The students participate in a yearly Jump for Heart program for the Red Cross.

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level  Enrollment
 Kindergarten 92 
 Grade 1 99 
 Grade 2 100 
 Grade 3 105 
 Grade 4 96 
 Grade 5 163 
 Total Enrollment 655


Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.

 Racial/Ethnic Category Number
of
Students		 Percent
of
Students		 Racial/Ethnic Category Number
of
Students		 Percent
of
Students
 African-American17 2.6  Hispanic or Latino115 17.6 
 American Indian or Alaska Native1 0.2  Pacific Islander13 2.0 
 Asian31 4.7  White (Not Hispanic)406 62.0 
 Filipino4 0.6  Multiple or No Response68 10.4 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update   September 30,  annually  Date Last Discussed with Staff  Ongoing
The Menlo Park City School District incorporates requirements of all legislative mandates into a single Emergency Preparedness Plan that is updated annually.  The principal manages the Site Emergency Plan that coordinates concerns of parents, students and staff for the safety and welfare of all.  The Site Emergency Plan is reviewed and revised annually and appropriate drills and training are provided to help all persons become familiar with their responsibilities.  Emergency preparedness also includes close cooperation and planning with police, fire, civic emergency agencies and school/parent groups.

School Programs and Practices that Promote a Positive Learning Environment
The Oak Knoll School discipline plan was developed by principal and staff, and is based on the premise that the policies must augment student cooperation and effective growth of self- control.  The school handbook contains the general playground rules.  Individual teachers develop classroom standards for their students. Oak Knoll supports recognition activities which encourage positive student efforts.  Every classroom has a Student-of-the-Week activity, and awards for perfect attendance are given out yearly.  All students participate in projects planned by the Student Support teacher and student service squads, including peer tutoring, beautification projects, conflict resolution, and school assemblies.  The Menlo Park City School District values small class size.  Oak Knoll Kindergarten classes average 20 students.  Oak Knoll School participates in the K-3 State class size reduction program.  First, second, and third grade classes are at 20:1 levels.  The 4th and 5th grade classes average 24 students.  Each class, K through 3, has a 1 1/4 hour classroom aide.

Oak Knoll has one Special Education Class, with 11 students in grades 3 and 4.  The class has a full- time teacher and a 6 hour aide.  Special Education classes follow the District core curriculum.

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
  School District
 2001 2002 2003 2001 2002 2003
 Number of Suspensions 0 0   0 0  
 Rate of Suspensions 0 0   0 0  
 Number of Expulsions 0 0   0 0  
 Rate of Expulsions 0 0   0 0  

School Facilities
All permanent classrooms have been renovated, supported by the Bond monies passed by the community. New play structures have been installed in the kindergarten yard and in the 3rd – 5th grade play area.  The PTA has a Beautification Committee that works to plant flowers and bushes and maintain the appearance of the school.  In 1995, a  long-term facilities and maintenance plan was completed by the District administration and Board.  Specific facilities needs and maintenance projects necessary at Oak Knoll are identified and prioritized for future completion as funds become available.

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level and the percent of students not tested can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
 Subject School District State
 2001 2002 2003 2001 2002 2003 2001 2002 2003
 English Language Arts 73 74 76 72 72 75 30 32 35
 Mathematics  65 75  64 71  31 35
 Science        30 27
 History/Social Science      74  28 28

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
 Subject African-
American		 American
Indian or
Alaska
Native		 Asian Filipino Hispanic
or Latino		 Pacific
Islander		 White
(not
Hispanic)
 English Language Arts 53  78  43 17 83
 Mathematics 20  83  52 33 82
 Science       
 History/Social Science       

CST - Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Subject Male FemaleEnglish
Learners		Socioeconomically
Disadvantaged		Students With
Disabilities		Migrant
Education
Services
YesNoYesNo
 English Language Arts 75 77 19 29 78 32 82 
 Mathematics 74 77 35 23 77 40 81 
 Science        
 History/Social Science        

Norm-Referenced Test (NRT)
Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.
Subject School District State
 2001 2002 2003 2001 2002 2003 2001 2002 2003
 Reading 89 90 79 86 87 79 44 45 43
 Mathematics 83 88 79 83 85 80 53 55 50

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject African-
American		 American
Indian or
Alaska
Native		 Asian Filipino Hispanic
or Latino		 Pacific
Islander		 White
(not
Hispanic)
 Reading 53  78  60 42 84
 Mathematics 27  94  43 25 87

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject   Male   Female English
Learners		Socioeconomically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
Services
 Yes No Yes No
 Reading 76 82 43 50 80 40 85 
 Mathematics 78 80 38 21 81 37 85 

California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
 Grade
Level		 School District State
  Total  Female  Male   Total  Female  Male   Total  Female  Male 
 5 57.6 69.2 44.7 50.0 65.1 35.5 23.8 25.2 22.3
 7    28.9 39.3 20.4 27.8 29.6 26.0
 9       24.8 23.3 26.2

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (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 one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

Schoolwide API
 API Base Data API Growth Data
  2000 2001 2002 From
2000
to 2001		From
2001
to 2002		From
2002
to 2003
 Percent Tested 99 100 100 Percent Tested 100 100 99
 API Base Score 892 884 873 API Growth Score 897 894 898
 Growth Target # A A Actual Growth 5 10 25
 Statewide Rank 10 10 10 
 Similar Schools Rank 7 9 7

API Subgroups - Racial/Ethnic Groups
 API Base Data API Growth Data
  2000 2001 2002 From
2000
to 2001		From
2001
to 2002		From
2002
to 2003
 White (Not Hispanic) White (Not Hispanic)
 API Base Score 919 914 908 API Growth Score 924 923 925
 Growth Target # A A Actual Growth 5 9 17

Awards and Intervention Programs
Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.
The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
 School District
 Federal Programs 2001 2002 2003 Federal Programs 2001 2002 2003
 Recognition for
 Achievement (Title 1)		 No No No Number of Schools Identified
 for Program Improvement		 0 0 0
 Identified for Program
 Improvement (Title 1)		 No No No Percent of Schools Identified
 for Program Improvement		 0.0 0.0 0.0
 Exited Title 1 Program
 Improvement		 No No No 
 Years Identified for
 Program Improvement		   
 California Programs 2001 2002 2003
 Eligible for Governor's
 Performance Award		 Yes Yes Yes
 
 Eligible for II/USP		 No --- ---
 
 Applied for II/USP Funding		 No --- ---
 
 Received II/USP Funding		 No --- ---

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
 Groups School District
 2001 2002 2003 2001 2002 2003
 All Students --- --- Yes --- --- Yes
 African American --- --- N/A --- --- N/A
 American Indian or Alaska Native --- --- N/A --- --- N/A
 Asian --- --- N/A --- --- N/A
 Filipino --- --- N/A --- --- N/A
 Hispanic or Latino --- --- N/A --- --- No
 Pacific Islander --- --- N/A --- --- N/A
 White (not Hispanic) --- --- Yes --- --- Yes
 Socioeconomically Disadvantaged --- --- N/A --- --- Yes
 English Learners --- --- N/A --- --- Yes
 Students with Disabilities --- --- N/A --- --- No


IV. School Completion (Secondary Schools)

     Not applicable to elementary/middle schools.

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.

 Grade 2001 2002 2003
 Avg.
Class
Size		Number of Classrooms Avg.
Class
Size		Number of Classrooms Avg.
Class
Size		Number of Classrooms
 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
 K 23.75  4  22.50  4  18.40 5  
 1 18.86 7   19.33 6   19.83 6  
 2 22.40 3 2  18.00 6   16.67 6  
 3 19.60 5   18.60 5   17.17 6  
 4 23.33  6  25.50  4  21.50 1 3 
 5 25.50  4  24.20  5  25.25  4 

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
 Grade Level Percent of Students Participating
 2001 2002 2003
 K 0 0 0
 1 100 100 100
 2 100 100 100
 3 100 100 100

VI. Teacher and Staff Information

Teacher Credentials
Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
    2001     2002     2003  
 Total Teachers
 		 38 43 45
 Teachers with Full Credential
 (full credential and teaching in subject area)		 35 39 43
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		   
 Teachers with Emergency Credential
 (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)		 2 3 2
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		 1 2  0

Highly Qualified Teachers
The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.

Teacher Evaluations
By District contract, all permanent teachers are evaluated every two years, and every non-tenured employee is evaluated three times each year. Administrators participate in ongoing inservice to refine skills in educational supervision and evaluation.

Substitute Teachers
Substitute teachers must possess a valid California teaching credential, and have passed the California Basic Educational SkillsTest.

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.
 Title   FTE  
 Counselor 0.5
 Librarian 1.0
 Psychologist  0.5
 Social Worker 
 Nurse 
 Speech/Language/Hearing Specialist 1.0
 Resource Specialist (non-teaching) 
 Other 

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
 Number of Academic
Counselors (FTE)		 Ratio of Students Per
Academic Counselor
0 0

VII. Curriculum and Instruction

School Instruction and Leadership
Oak Knoll provides a broad based, high quality education for all its students.  Leadership is provided by the principal through the Site Council, the faculty, and the PTA.  Teachers are integral to the school leadership, providing evaluation and assistance through Site Council representation, staff meeting attendance, and direct help and advice to the principal.

The four principals in Menlo Park meet weekly with the Superintendent, the Assistant Superintendent, the Business Manager, and the Director of Special Services, to discuss, evaluate, and plan instructional programs at the schools.  Principals at each site meet monthly with the Site Council, composed of parents and teachers, which supports school planning and evaluation of program.  This year at Oak Knoll, the Site Council goals included providing inservice, materials, and classroom aides to support instruction in language arts, math, PE, and science. Oak Knoll School has a child study team which meets bimonthly to evaluate and plan for referred students.  The principal and the specialists observe the child, interview and complete diagnostic teaching with the child, and then the child study team recommends classroom modifications, specific learning strategies, and possible further testing for Special Education services.  The reading specialists, resource specialist, and the part-time psychologist are available to assist staff, students, and parents.  Other specific assistance is available for staff: two support teachers to assist students learning to speak English or who need extra help, a Speech & Language Specialist, and a part-time administrator who directs programs for the identified GATE (Gifted and Talented) students.

Professional Development
The Menlo Park District values professional development of teachers and administrators as an ongoing process of personal growth and learning for the individual, and as a source and stimulus for increased student growth and achievement.  Professional development opportunities provided to Oak Knoll by the District include staff development days, workshops, attendance at courses and conferences, opportunities for collaborative planning and curriculum development, collegial programs of observation and analysis of teaching, and support services through the Peer Assistance and Review (PAR) Program.  The District has one full time staff member who provides coaching for new teachers.

Quality and Currency of Textbooks and Other Instructional Materials
During the 1998-99 school year, the District implemented new materials for language arts instruction.  Students in grades K through 2 use the Open Court materials.  Students in grades 3, 4, and 5 use the MacMillan materials.  Language arts instruction is augmented by literature units at all grade levels. For the 2001-2002 school year, new mathematics texts were selected for use in the 2002 school year..   Purchase and evaluation of District texts and curriculum are directed by the Assistant  Superintendent.  Staff is directly involved through Site Council efforts, and also through the District instructional materials committees.

The District is in the sixth year of participating in a National Science Foundation grant to support hands on science instruction.  Oak Knoll has a technology mentor, who provides inservice and support for staff in integrating computers into education.

Instructional Minutes
The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
 Grade
Level		 Instructional Minutes
 Offered State Requirement
 K 39,440 36,000
 1 53,620 50,400
 2 53,620 50,400
 3 55,340 50,400
 4 55,340 54,000
 5 55,340 54,000

Total Number of Minimum Days
Menlo Park has eight approved minimum days.  Six minimum days are used for parent/teacher conferencing, one minimum day is the day before Thanksgiving, and the eighth day is the last day of the school year.


VIII. Postsecondary Preparation (Secondary Schools)

       Not applicable to elementary/middle schools.

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2001-2002)
Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.

 Category District
Amount		 State Average
For Districts
In Same Category
 Beginning Teacher Salary $41,304  $35,371
 Mid-Range Teacher Salary $66,871  $55,531
 Highest Teacher Salary $81,915  $67,900
 Average Principal Salary (Elementary) $109,185  $83,242
 Average Principal Salary (Middle) $112,695
 Average Principal Salary (High) NA
 Superintendent Salary $180,948  $115,103
 Percent of Budget for Teacher Salaries  49.3  42.96
 Percent of Budget for Administrative Salaries  5.2  6.17

Expenditures (Fiscal Year 2001-2002)
Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/.
 District District State Average
For Districts
In Same Category		 State Average
All Districts
 Total Dollars Dollars per Student
(ADA)		 Dollars per Student
(ADA)		 Dollars per Student
(ADA)
 $17,414,797  $9,844  $6,444  $6,719

Types of Services Funded
Our school program is supported through varied funding sources.  The district’s 2002-2003 funding came to approximately $9,844 per student, which includes financial support from the Menlo Park-Atherton Education Foundation.  Oak Knoll's educational programs and resources were also enhanced for the 2002-2003 school year with support from PTA and SIP funds.  In November, 1995, the community renewed a parcel tax for eight years to maintain class size and support academic programs.  Additionally, a $22 million bond measure was approved to upgrade all district facilities.  In April 2000, the local community approved a new $298 per year parcel tax.  These funds are being used to reduce class size ratios; provide extra support for students; enhance programs in art, music, physical education and middle school electives; expand learning opportunities for teachers; and continue to implement the district’s Technology Plan.