School Accountability Report Card School Year 2001-2002

School Description and Mission Statement

Encinal School is a third, fourth, and fifth grade elementary school with 360 students. The core staff consists of 22.7 teachers, four aides, and four classified staff members.  Additional specialized staff include a teacher for limited English speaking students, a reading specialist, a Speech/Language specialist, a psychologist, a science specialist, two librarians. Our academic program is also supported by certified staff teaching art, music, and physical education. The student body is 27% minority with 3% African-American, 4% Pacific Islander, 9% Asian and 10% Hispanic. The Encinal community values education, which results in a daily average attendance above 96%. We are dedicated to providing a quality educational program for all students to develop academic skills and knowledge, positive attitudes and respect towards self, other persons and groups, self-discipline and self-motivation, intellectual curiosity, creative self-expression, effective social skills, and a lifelong love for learning.

Opportunities for Parental Involvement

Contact Person Name	Tami Girsky	Contact Person Phone Number	650-326-5164
Parental involvement and support for Encinal is demonstrated in many ways. Back-to-School Night and Open House routinely draw 90-95% of our parents. Parent-Teacher conferences are an integral part of the educational program, and parent volunteers provide much direct and indirect assistance to the entire program.  PTA membership is approximately 80%. The PTA provides thousands of dollars in support of many programs. A hot food lunch is organized for the students every Tuesday, Wednesday, and Thursday. The Family Picnic and Fine Arts Fair are “community gatherings.” In addition, a cadre of parent volunteers provides classroom support by helping teachers in a mutually agreeable way on a regular basis.  The Leadership Team Program is in its third year at Encinal.  These teams support the school and community in many ways: ball hut workers, student secretaries, sharing and caring community service, flag monitors, lost and found workers, sports assistants, safety patrol, student council, and school spirit leaders.  Supervised by parents and teachers, these students give many hours of time to support the school program and climate.

I. Demographic Information

Student Enrollment, by Grade Level

Grade Level	Enrollment
Grade 3	118
Grade 4	116
Grade 5	133
Total	367

Student Enrollment, by Ethnic Group
The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	15	4.1	Hispanic or Latino	38	10.4
American Indian or Alaska Native	0	0.0	Pacific Islander	10	2.7
Asian-American	26	7.1	White (Not Hispanic)	259	70.6
Filipino-American	2	0.5	Other	17	4.6

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	September 30, annually	Date Last Discussed with Staff	on-going
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 Encinal student behavior plan is based on the premise of respect, fairness, and safety. Students learn cooperation, discipline, and self-control. The school directory contains the general playground rules while individual teachers develop classroom standards for their students. The classroom teachers, with support from the principal, resource teacher, Student Activities Director, and school-counseling intern provide needed counseling and advice to students. Community resource agency information is provided to those parents who wish it, and to teachers through speakers and faculty meetings. Assemblies, field trips, and special projects at all grade levels are an important part of our program.

Suspensions and Expulsions
The number of suspensions and expulsions is 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 California Basic Educational Data System (CBEDS) total enrollment 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
	2000	2001	2002	2000	2001	2002
Suspensions (number)	0	0		0	0	0
Suspensions (rate)	0	0		0	0	0
Expulsions (number)	0	0		0	0	0
Expulsions (rate)	0	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 on the play area.  The PTA has a Beautification Committee that works to plant flowers and bushes and maintain the appearance of the school.  We have an extensive community garden, which was established several years ago, is maintained by students, teachers, and parent volunteers.  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 Encinal 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, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

California Standards Tests (CST)
The California Standards Tests 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 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
3	---	64	72	---	67	75	---	30	34
4	---	79	75	---	78	76	---	33	36
5	---	75	75	---	73	72	---	28	31

CST - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
3	---	---	65	---	---	67	---	---	38
4	---	---	63	---	---	64	---	---	37
5	---	---	68	---	---	62	---	---	29

CST - Subgroups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
3	68	77		77		74
4	68	83		81		75
5	76	72		77		77

CST - Subgroups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
3	71	58		70		67
4	63	62		68		63
5	75	60		70		69

CST - Racial/Ethnic Groups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
3							79
4							84
5			85		20		85

CST - Racial/Ethnic Groups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
3							72
4							74
5			100		27		76

Stanford 9 (SAT 9)
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage 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. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

SAT 9 - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
3	80	86	87	83	86	88	44	46	47
4	86	84	86	86	85	86	45	47	49
5	85	88	85	89	88	86	44	45	46

SAT 9 - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
3	78	77	78	80	78	78	56	59	62
4	85	85	75	84	82	79	51	54	58
5	82	90	92	85	89	88	50	54	57

SAT 9 - Subgroups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
3	85	90		90		90
4	79	94		89		86
5	89	81		88		87

SAT 9 - Subgroups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
3	75	81		83		81
4	69	83		81		75
5	94	90		93		93

SAT 9 - Racial/Ethnic Groups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
3							92
4							91
5			99		33		93

SAT 9 - Racial/Ethnic Groups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
3							85
4							87
5			99		73		97

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards)
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	43.6	39.3	47.2	30.0	27.6	32.1	22.2	23.4	21.5

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% 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 monetary 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.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. 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 identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an 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: This is a comparison of each school with 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. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education Web site at http://api.cde.ca.gov/ or by speaking with the school principal

School Wide API

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested	99	100	100	Percentage Tested	100	100	100
API Base Score	856	880	885	API Growth Score	880	892	881
Growth Target		A	A	Actual Growth	24	12	-4
Statewide Rank	10	10	10
Similar Schools Rank	4	6	6

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
White (Not Hispanic)				White (Not Hispanic)
API Base Score	883	914	928	API Growth Score	914	938	912
Growth Target		A	A	Actual Growth	31	24	-16

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 for each range of students, by grade level, as reported by CBEDS.

Grade	2000				2001				2002
	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+
3	19.57	7			20.00	7			19.71	7
4	27.75		4		24.40		5		23.17		6
5	25.20		5		23.80		5		22.17	1	5

Average Teaching Load and Teaching Load Distribution
Not applicable to elementary schools..

Subject	2000				2001				2002
	Avg.	1-22	23-32	33+	Avg.	1-22	23-32	33+	Avg.	1-22	23-32	33+
English
Mathematics
Science
Social Science

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.

Grade Level	Percentage of Pupils Participating
	2000	2001	2002
3	100	100	100

VI. Teacher and Staff Information

Teacher Credential Information
Part-time teachers are 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.

	2000	2001	2002
Total Number of Teachers	20	22	25
Full Credential  (full credential and teaching in subject area)	20	21	25
Teaching Outside Subject Area  (full credential but teaching outside subject area)
Emergency Credential  (includes District Internship, University Internship, Pre-Interns and Emergency Permits)			0
Teachers with Waivers  (does not have credential and does not qualify for an Emergency Permit)		1	0

Teacher Evaluations

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

Substitute Teachers

Teachers who serve as substitutes in Encinal classrooms must have passed the California Basic Educational Skills Test (CBEST) and possess a valid California teaching credential which has been registered at the County Office.  The district continually strives to recruit high quality substitute teachers for our classrooms.

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% full time. Two staff persons working 50% of full time also equals one FTE.

Title	FTE
Counselor	.50
Librarian	.7
Psychologist	.25
Social Worker	0
Nurse	.18
Speech/Language/Hearing Specialist	.5
Resource Specialist (non-teaching)	0
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% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors.

Number of Academic Counselors (FTE)	Ratio of Pupils per Academic Counselor
0	0

VII. Curriculum and Instruction

School Instruction and Leadership

Encinal provides broad based, high quality eduacation for all 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 participation, and direct help and advice to the principal.  The four principals in Menlo Park meet weekly with the Superintendent, the Assistant Superintendent, the Business Office manager, and the Director of Special Services to discuss, evaluate, and plan instructional programs at the schools. The principal and the teacher representatives meet monthly with the PTA Executive Board and Site Council to help plan and develop programs.  Site Council goals for 2001-2002 include continuation of our Physical Education program, support for language arts and mathematics improvement, and technology support.  Encinal has a student study team which meets regularly to evaluate and plan for referred students.  The reading specialist, resource specialist and part time psychologist are available to assist staff, students, and parents.  Other specific assistance is available for staff:  a support teacher to assist students learning to speak English or who need extra help, a speech and language specialist, and a district sponsered GATE program for identified gifted and talented students.

Professional Development

The District values teachers’ and administrators’ professional development as a source and stimulant of student growth and achievement, and as an ongoing process of personal growth, learning, and satisfaction for the individual staff member. Professional development opportunities are provided to Encinal School staff.  In addition to attendance at courses, conferences, and Thursday Restructured Day opportunities for collaborative planning and curriculum development, the systematic programs of observation and analysis of teaching are integral parts of staff improvement activities.  All first and second year teachers throughout the district participate in the Beginning Teacher Support and Assessment (BTSA) program, a state-funded, standards-based program that provides support through mentoring, training, and evaluation.  Additional support and services are provided through the state-funded Peer Assistance and Review program.

Quality and Currency of Textbooks and Other Instructional Materials

The District provides textbooks and materials in all curriculum areas.  The Assistant Superintendent directs the purchase and evaluation of District texts and curriculum.  Staff and parents serve on instructional materials committees and are involved in implementation through Site Council and staff committee efforts.  All currently adopted texts are from the state approved standards based list.  The Macmillan-McGraw Hill textbooks in grades 3, 4, and 5, respectively, are used in the history/social science program.  Three science kits per grade level, covering earth, life and physical science content standards, are implemented in the science program.  The district is in the fifth year of participating in the National Science Foundation grant to support hands-on science instruction.  A science mentor assists teachers in connecting science to math, literacy and technology.  A technology mentor provides inservice and support for staff in integrating computers into instruction.

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
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 of them are devoted to parent/teacher conferences.  The remaining two are the day before Thanksgiving and the last day of school.

VIII. Postsecondary Preparation (Secondary Schools)

    Not applicable to elementary/middle schools.

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2000-2001)
Statewide data categories used for comparison are determined by type (Elementary, High, and Unified) and enrollment, as defined in Management Bulletin 02-04. The statewide average for principals is aggregated by district. There is no statewide average calculated for Common Administration Districts.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	37829	34611
Mid-Range Teacher Salary	61245	53100
Highest Teacher Salary	74107	65312
Average Principal Salary (Elementary)	100880	80909
Average Principal Salary (Middle)	106553
Average Principal Salary (High)	NA
Superintendent Salary	155687	109512
Percentage of Budget for Teacher Salaries	48.44	43.49
Percentage of Budget for Administrative Salaries	6.74	5.90

Expenditures (Fiscal Year 2000-2001)

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)
$14,742,072	$7,788	$6,092	$6,360

Types of Services Funded

The District provides Encinal with a part-time teacher for limited English proficient (E.L.) students learning English as a second language, G.A.T.E. funds for identified gifted and talented students, and a reading specialist program for students requiring special assistance in language arts. Support also includes speech and language specialists, psychologists, a nurse, and SELPA (Special Education) program specialist consultation.  Part-time librarians (70%) and parent volunteers staff the library. Books are purchased with district funds, state funds, and monies raised by the PTAs Book Faire. Our technology program has a computer laboratory with 26 computers, printers, a scanner, a student server, projector, and curriculum software, in addition to a video disk player, and other materials. Utilizing grant money and PTA financial help, a community fundraising effort has provided every classroom with at least three Internet/e-mail capable computers.