School Accountability Report Card - Hillview Middle School


School Accountability Report Card School Year 2001-2002


School Information		District Information
School Name	Hillview Middle	District Name	Menlo Park City Elementary
Principal	Michael A. Moore	Superintendent	Kenneth Ranella
Street	1100 Elder Ave.	Street	181 Encinal Ave.
City, State, Zip	Menlo Park, CA 94025-5503	City, State, Zip	Atherton, CA 94027-3102
Phone Number	650-326-4341	Phone Number	650-321-7140
FAX Number	650-325-3861	FAX Number	650-321-7184
Web Site	www.mpcsd.org/hillview/	Web Site	www.mpcsd.org
Email Address	mmoore@mpcsd.org	Email Address	jmitchell@mpcsd.org
CDS Code	41-68965-6044150	SARC Contact	Jo Mitchell

School Description and Mission Statement

Hillview Middle School, with a current enrollment of slightly over 600 students, is the single middle school for sixth through eighth grade students in the Menlo Park City School District. After having been named a California Distinguished School six times, in 1999-2000 Hillview was recognized by the United States Department of Education as one of the nation's Blue Ribbon Schools. The school staff includes 38 full- or part-time teachers, 2 part-time counselors, 1 librarian, 2 part-time student activities directors, 5 aides, 8 classified staff members, 1 vice principal, and 1 principal. The student body is approximately 80% white and 20% minority, with Asians and Hispanics the largest minority groups.

The Hillview community values education very highly, and this is reflected in daily attendance rates, with over 96% of our students present on an average daily basis.

The goals of middle-level education in Menlo Park are to maintain a strong educational program and to meet the needs of preadolescent students. The Hillview Mission Statement reads as follows:

Hillview Middle School offers a challenging academic program in a safe, caring environment. We encourage students to master basic skills, sample a variety of educational, social, and cultural experiences, and begin assuming more responsibility for their learning and their citizenship. We recognize and address the needs of individual learners, and provide integrated, active, innovative, and exciting learning experiences. Staff, parents, and students work together to create an educational community whose members treat one another with concern and respect. Our goal is to provide students with the skills and opportunities necessary for them to make a direct contribution to their community. Hillview honors educational achievement and excellence at every level.

Hillview Middle School, with a current enrollment of slightly over 600 students, is the single middle school for sixth through eighth grade students in the Menlo Park City School District. After having been named a California Distinguished School six times, in 1999-2000 Hillview was recognized by the United States Department of Education as one of the nation's Blue Ribbon Schools. The school staff includes 38 full- or part-time teachers, 2 part-time counselors, 1 librarian, 2 part-time student activities directors, 5 aides, 8 classified staff members, 1 vice principal, and 1 principal. The student body is approximately 80% white and 20% minority, with Asians and Hispanics the largest minority groups. The Hillview community values education very highly, and this is reflected in daily attendance rates, with over 96% of our students present on an average daily basis. The goals of middle-level education in Menlo Park are to maintain a strong educational program and to meet the needs of preadolescent students. The Hillview Mission Statement reads as follows: Hillview Middle School offers a challenging academic program in a safe, caring environment. We encourage students to master basic skills, sample a variety of educational, social, and cultural experiences, and begin assuming more responsibility for their learning and their citizenship. We recognize and address the needs of individual learners, and provide integrated, active, innovative, and exciting learning experiences. Staff, parents, and students work together to create an educational community whose members treat one another with concern and respect. Our goal is to provide students with the skills and opportunities necessary for them to make a direct contribution to their community. Hillview honors educational achievement and excellence at every level.

Opportunities for Parental Involvement

Contact Person Name Michael Moore Contact Person Phone Number 650-326-4341

Community support for Hillview is demonstrated in many ways. Back-to-School and Open House evenings routinely draw the parents of almost all of our students. The Hillview PTA, with membership of almost 70% of our families and teachers, raises thousands of dollars for school programs, contributes over a thousand hours of volunteer time, runs an extensive after-school sports program, organizes weekly hot food days for students, sets up frequent parent network meetings, and makes many other contributions. The Hillview Site Council is responsible for writing the School Improvement Plan and manages its annual budget for enhancement of the school site and curriculum.

Hillview receives additional program support from the University of San Francisco Psychology Department, the Menlo Park Police, Fire, and Recreation Departments, and from Mid-Peninsula Tennis Patrons. Special mentor relationships between Hillview students and community members are arranged by our counselors.

Contact Person Name	Michael Moore	Contact Person Phone Number	650-326-4341
Community support for Hillview is demonstrated in many ways. Back-to-School and Open House evenings routinely draw the parents of almost all of our students. The Hillview PTA, with membership of almost 70% of our families and teachers, raises thousands of dollars for school programs, contributes over a thousand hours of volunteer time, runs an extensive after-school sports program, organizes weekly hot food days for students, sets up frequent parent network meetings, and makes many other contributions. The Hillview Site Council is responsible for writing the School Improvement Plan and manages its annual budget for enhancement of the school site and curriculum. Hillview receives additional program support from the University of San Francisco Psychology Department, the Menlo Park Police, Fire, and Recreation Departments, and from Mid-Peninsula Tennis Patrons. Special mentor relationships between Hillview students and community members are arranged by our counselors.

I. Demographic Information

Student Enrollment, by Grade Level

Grade Level Enrollment

Grade 6 201

Grade 7 212

Grade 8 188

Total 601

Grade Level	Enrollment
Grade 6	201
Grade 7	212
Grade 8	188
Total	601

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 20 3.3 Hispanic or Latino 40 6.7

American Indian or Alaska Native 0 0.0 Pacific Islander 9 1.5

Asian-American 38 6.3 White (Not Hispanic) 490 81.5

Filipino-American 2 0.3 Other 2 0.3

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	20	3.3	Hispanic or Latino	40	6.7
American Indian or Alaska Native	0	0.0	Pacific Islander	9	1.5
Asian-American	38	6.3	White (Not Hispanic)	490	81.5
Filipino-American	2	0.3	Other	2	0.3

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.

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

Student involvement in school life is encouraged under the leadership of the Student Activities Directors, the Hillview Student Council, and the school staff, who sponsor a variety of spirit building, incentive, and recognition programs. Recess and lunchtime activities also occupy students. Activities are organized through homerooms, which meet daily, and which compete all year for a special spirit prize. Many students participate on service squads, performing a variety of tasks necessary for the school's smooth functioning. For their efforts, these students receive points toward a "Block H" award, a school letter emblematic of achievement and contributions to Hillview. Block H winners, Honor Roll students, and other award recipients are recognized quarterly. School talent, music, and drama assemblies serve to showcase students' co-curricular abilities. Record keeping for Block H purposes indicates that all Hillview students participate in student activities.

Hillview students are held accountable to a high standard of responsible behavior and, for the most part, meet that standard. The school’s discipline plan is described in the Student Handbook. Consequences for misbehavior include warnings, parent/student conferences, campus cleanup, detentions, Saturday School, and suspension. The average suspension rate for the past three years has been .13%. One student has been formally expelled for serious misbehavior during the past three years. Students are encouraged to discuss their personal concerns with teachers or the counselor. General student concerns, of any sort, may be addressed through the Student Council.

Student involvement in school life is encouraged under the leadership of the Student Activities Directors, the Hillview Student Council, and the school staff, who sponsor a variety of spirit building, incentive, and recognition programs. Recess and lunchtime activities also occupy students. Activities are organized through homerooms, which meet daily, and which compete all year for a special spirit prize. Many students participate on service squads, performing a variety of tasks necessary for the school's smooth functioning. For their efforts, these students receive points toward a "Block H" award, a school letter emblematic of achievement and contributions to Hillview. Block H winners, Honor Roll students, and other award recipients are recognized quarterly. School talent, music, and drama assemblies serve to showcase students' co-curricular abilities. Record keeping for Block H purposes indicates that all Hillview students participate in student activities. Hillview students are held accountable to a high standard of responsible behavior and, for the most part, meet that standard. The school’s discipline plan is described in the Student Handbook. Consequences for misbehavior include warnings, parent/student conferences, campus cleanup, detentions, Saturday School, and suspension. The average suspension rate for the past three years has been .13%. One student has been formally expelled for serious misbehavior during the past three years. Students are encouraged to discuss their personal concerns with teachers or the counselor. General student concerns, of any sort, may be addressed through the Student Council.

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) 32 28 39 32 28 39

Suspensions (rate) .056 .047 .063 .056 .047 .063

Expulsions (number) 0 1 0 0 1 0

Expulsions (rate) 0 .002 0 0 .002 0

	School	District
2000	2001	2002	2000	2001	2002
Suspensions (number)	32	28	39	32	28	39
Suspensions (rate)	.056	.047	.063	.056	.047	.063
Expulsions (number)	0	1	0	0	1	0
Expulsions (rate)	0	.002	0	0	.002	0

School Facilities

The Hillview campus will this year end a three year renovation project with funding from a bond measure passed in 1995. The campus now includes:

•   A new library/media center
•   A new, larger multipurpose building
•   New drama/music facilities
•   New and renovated science labs
•   A new computer lab
•   A new industrial technology room
•   Renovated administrative offices
•   Renovation of all classrooms

The district is preparing a plan to replace the eleven portable classrooms remaining on campus with new, modular classrooms.   All classrooms are wired for Internet connections.

The Hillview campus will this year end a three year renovation project with funding from a bond measure passed in 1995. The campus now includes: • A new library/media center • A new, larger multipurpose building • New drama/music facilities • New and renovated science labs • A new computer lab • A new industrial technology room • Renovated administrative offices • Renovation of all classrooms The district is preparing a plan to replace the eleven portable classrooms remaining on campus with new, modular classrooms. All classrooms are wired for Internet connections.

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

6 --- 76 74 --- 76 74 --- 31 30

7 --- 72 73 --- 72 73 --- 32 33

8 --- 69 68 --- 69 68 --- 32 32

Grade Level	School	District	State
2000	2001	2002	2000	2001	2002	2000	2001	2002
6	---	76	74	---	76	74	---	31	30
7	---	72	73	---	72	73	---	32	33
8	---	69	68	---	69	68	---	32	32

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

6 --- --- 68 --- --- 68 --- --- 32

7 --- --- 58 --- --- 58 --- --- 30

8 --- --- 63 --- --- 63 --- --- 27

Grade Level	School	District	State
2000	2001	2002	2000	2001	2002	2000	2001	2002
6	---	---	68	---	---	68	---	---	32
7	---	---	58	---	---	58	---	---	30
8	---	---	63	---	---	63	---	---	27

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

6 75 74 75 74

7 70 74 74 72

8 59 76 68 69

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
6	75	74		75		74
7	70	74		74		72
8	59	76		68		69

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

6 69 66 68 69

7 62 55 60 58

8 58 65 64 65

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
6	69	66		68		69
7	62	55		60		58
8	58	65		64		65

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

6 92 23 81

7 81

8 77 36 73

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
6			92		23		81
7							81
8			77		36		73

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

6 79 31 74

7 27 63

8 94

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
6			79		31		74
7					27		63
8							94

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

6 85 87 88 85 87 88 46 47 48

7 85 84 87 85 84 87 46 48 48

8 88 85 87 88 85 87 49 50 49

Grade Level	School	District	State
2000	2001	2002	2000	2001	2002	2000	2001	2002
6	85	87	88	85	87	88	46	47	48
7	85	84	87	85	84	87	46	48	48
8	88	85	87	88	85	87	49	50	49

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

6 78 85 88 78 85 88 55 57 60

7 81 81 86 81 81 86 48 50 52

8 83 83 82 83 83 82 48 49 50

Grade Level	School	District	State
2000	2001	2002	2000	2001	2002	2000	2001	2002
6	78	85	88	78	85	88	55	57	60
7	81	81	86	81	81	86	48	50	52
8	83	83	82	83	83	82	48	49	50

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

6 90 85 87 89

7 92 82 89 87

8 83 91 89 88

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
6	90	85		87		89
7	92	82		89		87
8	83	91		89		88

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

6 86 91 88 90

7 84 87 87 86

8 80 83 82 82

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
6	86	91		88		90
7	84	87		87		86
8	80	83		82		82

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

6 99 58 92

7 60 92

8 85 64 93

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
6			99		58		92
7					60		92
8			85		64		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

6 93 50 93

7 50 88

8 99 64 86

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
6			93		50		93
7					50		88
8			99		64		86

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

7 42.4 51.5 33.3 42.4 51.5 33.3 25.9 27.3 25.0

Grade Level	School	District	State
Total	Female	Male	Total	Female	Male	Total	Female	Male
7	42.4	51.5	33.3	42.4	51.5	33.3	25.9	27.3	25.0

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 98 100 99 Percentage Tested 100 99 100

API Base Score 863 870 864 API Growth Score 870 872 876

Growth Target # A Actual Growth 7 2 12

Statewide Rank 10 10 10

Similar Schools Rank 7 7 6

API Base Data	API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested	98	100	99	Percentage Tested	100	99	100
API Base Score	863	870	864	API Growth Score	870	872	876
Growth Target		#	A	Actual Growth	7	2	12
Statewide Rank	10	10	10
Similar Schools Rank	7	7	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 896 900 890 API Growth Score 900 898 901

Growth Target # A Actual Growth 4 -2 11

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	896	900	890	API Growth Score	900	898	901
Growth Target		#	A	Actual Growth	4	-2	11

IV. School Completion (Secondary Schools)

Not applicable to elementary/middle schools.

V. Class Size

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area, as reported by CBEDS.

Subject 2000 2001 2002

Avg. 1-22 23-32 33+ Avg. 1-22 23-32 33+ Avg. 1-22 23-32 33+

English 25.50 2 30 0 23.78 6 21 0 22.67 10 20 0

Mathematics 25.29 5 6 3 23.88 5 12 0 22.53 8 9 0

Science 28.07 0 13 1 22.82 9 8 0 22.00 11 6 0

Social Science 26.00 0 12 0 22.94 5 11 0 23.25 5 11 0

Subject	2000	2001	2002
Avg.	1-22	23-32	33+	Avg.	1-22	23-32	33+	Avg.	1-22	23-32	33+
English	25.50	2	30	0	23.78	6	21	0	22.67	10	20	0
Mathematics	25.29	5	6	3	23.88	5	12	0	22.53	8	9	0
Science	28.07	0	13	1	22.82	9	8	0	22.00	11	6	0
Social Science	26.00	0	12	0	22.94	5	11	0	23.25	5	11	0

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 33 37 39

Full Credential
(full credential and teaching in subject area) 32 36 34

Teaching Outside Subject Area
(full credential but teaching outside subject area)

Emergency Credential
(includes District Internship, University Internship, Pre-Interns and Emergency Permits) 2 2 4

Teachers with Waivers
(does not have credential and does not qualify for an Emergency Permit) 1 3

	2000	2001	2002
Total Number of Teachers	33	37	39
Full Credential (full credential and teaching in subject area)	32	36	34
Teaching Outside Subject Area (full credential but teaching outside subject area)
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)	2	2	4
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	1		3

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 training to refine skills in supervision.

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 training to refine skills in supervision.

Substitute Teachers

When teachers are absent, their classes are covered by substitute teachers or by Hillview teachers who give up their preparation periods to cover for their peers. Efforts are continually made to recruit qualified substitute teachers, all of whom must have a valid California teaching credential and have passed the CBEST exam.

When teachers are absent, their classes are covered by substitute teachers or by Hillview teachers who give up their preparation periods to cover for their peers. Efforts are continually made to recruit qualified substitute teachers, all of whom must have a valid California teaching credential and have passed the CBEST exam.

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 1.4

Librarian 1

Psychologist .25

Social Worker 0

Nurse .18

Speech/Language/Hearing Specialist .50

Resource Specialist (non-teaching) 0

Other

Title	FTE
Counselor	1.4
Librarian	1
Psychologist	.25
Social Worker	0
Nurse	.18
Speech/Language/Hearing Specialist	.50
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

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

VII. Curriculum and Instruction

School Instruction and Leadership

The total Hillview program is designed to meet the varied needs of pre and early adolescent students. A strong academic program is distinguished by the focus on core grouping and English/reading/ social studies integration at all grade levels. Specialist teachers teach math and science. Elective and exploratory classes, student activities, and after-school sports (through the PTA) augment the academic program. Academic advice and counseling are offered and/or coordinated by the school's counselor. A full range of services to special-needs students is provided by the district's special education team as well as by district-supported TEAM teachers. All special education students, including those in our Special Day Class, receive the district core curriculum and are completely integrated into Hillview activities and programs. A specialist teacher and volunteers work with students with limited English abilities.

Leadership is provided by the principal, working with the School Site Council, the PTA, and the faculty and staff. The Superintendent, the Director of Curriculum, and the business manager offer district direction. The four principals in Menlo Park meet weekly with the Superintendent, Director of Curriculum, business manager, and the Director of Student Services to discuss, evaluate and coordinate instruction programs at the schools. School curriculum planning groups meet weekly to coordinate and plan programs. The Child Study Team, composed of the counselor, regular classroom teachers, and special education personnel, meets regularly to plan ways to accommodate some individual students' needs.

The total Hillview program is designed to meet the varied needs of pre and early adolescent students. A strong academic program is distinguished by the focus on core grouping and English/reading/ social studies integration at all grade levels. Specialist teachers teach math and science. Elective and exploratory classes, student activities, and after-school sports (through the PTA) augment the academic program. Academic advice and counseling are offered and/or coordinated by the school's counselor. A full range of services to special-needs students is provided by the district's special education team as well as by district-supported TEAM teachers. All special education students, including those in our Special Day Class, receive the district core curriculum and are completely integrated into Hillview activities and programs. A specialist teacher and volunteers work with students with limited English abilities. Leadership is provided by the principal, working with the School Site Council, the PTA, and the faculty and staff. The Superintendent, the Director of Curriculum, and the business manager offer district direction. The four principals in Menlo Park meet weekly with the Superintendent, Director of Curriculum, business manager, and the Director of Student Services to discuss, evaluate and coordinate instruction programs at the schools. School curriculum planning groups meet weekly to coordinate and plan programs. The Child Study Team, composed of the counselor, regular classroom teachers, and special education personnel, meets regularly to plan ways to accommodate some individual students' needs.

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 individual staff members. Professional development opportunities provided by the district include Staff Development Days, attendance at courses and conferences by individual teachers, opportunities for collaborative planning and curriculum development, and systematic programs of observation and analysis of teaching. Additional support and services are provided through the state-funded Peer Assistance and Review program. The School Site Council also supports staff development programs with SIP funds.

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 individual staff members. Professional development opportunities provided by the district include Staff Development Days, attendance at courses and conferences by individual teachers, opportunities for collaborative planning and curriculum development, and systematic programs of observation and analysis of teaching. Additional support and services are provided through the state-funded Peer Assistance and Review program. The School Site Council also supports staff development programs with SIP funds.

Quality and Currency of Textbooks and Other Instructional Materials

Textbooks are generally purchased to coincide with the state curriculum cycle, which in turn is being impacted by new and recently developed state curriculum content standards in math, reading/language arts, science, and social studies. All texts are adopted from state-approved lists of standards-based texts. The Menlo Park City School District places a high priority on providing sufficient textbooks and other materials necessary for teaching and learning. Through district and SIP funds, many sets of novels have been purchased to implement the state's literature-based language arts curriculum. The Hillview library currently has approximately 12,000 titles in its regular collection.

Textbooks are generally purchased to coincide with the state curriculum cycle, which in turn is being impacted by new and recently developed state curriculum content standards in math, reading/language arts, science, and social studies. All texts are adopted from state-approved lists of standards-based texts. The Menlo Park City School District places a high priority on providing sufficient textbooks and other materials necessary for teaching and learning. Through district and SIP funds, many sets of novels have been purchased to implement the state's literature-based language arts curriculum. The Hillview library currently has approximately 12,000 titles in its regular collection.

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

6 59,438 54,000

7 59,438 54,000

8 59,438 54,000

Grade Level	Instructional Minutes
Offered	State Requirement
6	59,438	54,000
7	59,438	54,000
8	59,438	54,000

Total Number of Minimum Days

Menlo Park has eight approved minimum days, six of which are devoted to parent/teacher conferencing, one of which is the day before Thanksgiving, and one of which is the last day of school.

Menlo Park has eight approved minimum days, six of which are devoted to parent/teacher conferencing, one of which is the day before Thanksgiving, and one of which is 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

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

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

Instructional and curriculum needs are met through various funding sources. District funds support, in addition to core academic programs, additional personnel for student support and instructional leadership. The PTA, the Student Council, the Site Council, and the Education Foundation have all supplied grants to provide for major core events such as Greek Week for 6th graders, the 7th grade Renaissance Faire, and the week-long Decades Project that is part of the 8th grade U.S. History curriculum. The Education Foundation’s Jeanie Ritchie grants to teachers have recently funded projects such as rocketry, fetal pig dissection, and writing workshops with professional authors. The school’s computer lab was equipped with district, PTA, and SIP funds. Other computers and equipment have been obtained through donations and district, SIP, and PTA funding. A state technology grant funded the acquisition of a variety of video equipment. The library/media center, known as the Barbara Miller Library and Technology Center, is fully automated. This automation has been accomplished through major fund raising efforts on the part of our librarian and volunteers.