School Accountability Report Card    
  Reported for School Year 2003-2004  
Published During 2004-2005

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 http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.

School InformationDistrict Information
 School Name Encinal Elementary District Name Menlo Park City Elementary
 Principal  Stacy Marshall  Superintendent  Kenneth Ranella
 Street 195 Encinal Ave. Street 181 Encinal Ave.
 City, State, Zip Atherton, CA    94027-3102 City, State, Zip Atherton, CA    94027-3102
 Phone Number  650-326-5164  Phone Number  650-321-7140
 FAX Number  650-327-0854  FAX Number  650-321-7184
 Web Site  www.mpcsd.org/encinal  Web Site  www.mpcsd.org
 E-mail Address  smarshall@mpcsd.org  E-mail Address  jmitchell@mpcsd.org
 CDS Code 41-68965-6044135 SARC Contact  Jo Mitchell

School Description and Mission Statement
Encinal School is a third, fourth, and fifth grade elementary school with 352 students. The core staff consists of 19 teachers, two classroom aides, two inclusion aides, and four classified staff members.  Additional specialized staff include a teacher for English learners, a reading specialist, a Speech/Language specialist, a psychologist, a science aide, a technology aide, plus certificated staff teaching art, library, music, and physical education. The student body is 27% minority with 5% African-American, 2% Pacific Islander, 8% Asian and 9% Hispanic.

The Encinal community values education, which results in a daily average attendance above 97%. 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   Ann Waltzer  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. 

PTO membership is approximately 85%. The PTO provides thousands of dollars in support of many programs. A hot food lunch is organized for the students four days per week. The Family Picnics 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 Citizenship Program is in its fifth 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
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level Enrollment
 Grade 3114 
 Grade 4109 
 Grade 5121 
 Total Enrollment 344

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-American16 4.7  Hispanic or Latino30 8.7 
 American Indian or Alaska Native0 0.0  Pacific Islander5 1.5 
 Asian27 7.8  White (Not Hispanic)254 73.8 
 Filipino3 0.9  Multiple or No Response9 2.6 

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 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, and school counselor 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
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
 2002 2003 2004 2002 2003 2004
 Number of Suspensions 0 0 3 0 0 3
 Rate of Suspensions 0 0 0.009 0 0 0.009
 Number of Expulsions 0 0 0 0 0 0
 Rate of Expulsions 0 0 0 0 0 0

School Facilities
Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.

Encinal School has 23 classrooms, a multipurpose room, a science lab, a technology lab, a library, and an administration building.  The main campus is approximately 50 years old.  A major renovation of the facility was completed in 2000 thanks to a $22 million bond measure approved by the community to upgrade all district facilities. As a result, all classrooms are wired for internet, phone, and cable TV. 

The Encinal campus also includes a sizable school garden. Each class maintains a plot throughout the year. A garden curriculum was developed by an Encinal teacher and community members. Garden lessons are coordinated with the California State Standards for the grade level.

The District takes great efforts to ensure that all schools are clean, safe, and functional.  To assist in this effort, the Director of Maintenance and Operations and the site Principal conduct an annual walk-through to identify and prioritize necessary maintenance projects.

The District maintenance staff keeps the school in good repair and working order by completing necessary tasks in a timely manner.   A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning standards for all schools in the district have been established.  The principal and Director of Maintenance and Operations work closely with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis to assist school districts with expenditures for major repair or replacement of existing school building components.  Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems.  For the 2003-04 school year, the district budgeted $70,000 for the deferred maintenance program.  This represents 0.5% of the district’s general fund budget.  The district’s complete deferred maintenance plan is available at the district office.  

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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT 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. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency 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.

CST - All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject School District State
 2002 2003 2004 2002 2003 2004 2002 2003 2004
 English-Language Arts 74 72 75 72 75 76 32 35 36
 Mathematics 65 67 70 64 71 74 31 35 34
 Science   70   68 30 27 25
 History-Social Science     74 67 28 28 29

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject African-
American		 American
Indian or
Alaska
Native		 Asian Filipino Hispanic
or Latino		 Pacific
Islander		 White
(not
Hispanic)
 English-Language Arts 38  79  38  83
 Mathematics 44  71  34  78
 Science       80
 History-Social Science       

CST - Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject Male FemaleEnglish
Learners		Economically
Disadvantaged		Students With
Disabilities		Migrant
Education
Services
YesNoYesNo
 English-Language Arts 73 77 32  76 55 77 
 Mathematics 70 69 18  71 42 73 
 Science 73 66   72 18 75 
 History-Social Science        

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. 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
 2002 2003 2004 2002 2003 2004 2002 2003 2004
 Reading --- 75 77 --- 79 78 --- 43 43
 Mathematics --- 76 79 --- 80 81 --- 50 51

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 38  71  48  86
 Mathematics 56  88  41  86

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject   Male   Female English
Learners		Economically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
Services
 Yes No Yes No
 Reading 76 78 36  78 55 79 
 Mathematics 82 76 38  80 61 81 

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 49.2 51.7 46.7 54.1 60.6 48.2 24.8 26.7 22.9
 7    23.5 24.7 22.5 29.1 31.3 27.0
 9       26.3 25.3 27.2

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
  2001 2002 2003 From
2001
to 2002		From
2002
to 2003		From
2003
to 2004
 Percent Tested 100 100 99 Percent Tested 100 99 99
 API Base Score 885 873 879 API Growth Score 881 875 894
 Growth Target A A A Actual Growth -4 2 15
 Statewide Rank 10 10 10 
 Similar Schools Rank 6 6 3

API Subgroups - Racial/Ethnic Groups
 API Base Data API Growth Data
  2001 2002 2003 From
2001
to 2002		From
2002
to 2003		From
2003
to 2004
 White (Not Hispanic) White (Not Hispanic)
 API Base Score 928 904 919 API Growth Score 912 915 933
 Growth Target A A A Actual Growth -16 11 14

API Subgroups - Socioeconomically Disadvantaged
 API Base Data API Growth Data
  2001 2002 2003 From
2001
to 2002		From
2002
to 2003		From
2003
to 2004
 API Base Score    API Growth Score   
 Growth Target    Actual Growth   

State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Federal Intervention Programs
Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, 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.
  School District
 Year Identified for
 Program Improvement		  ---
 Year in Program
 Improvement		  ---
 Year Exited Program
 Improvement		  ---
 Number of Schools Currently
 in Program Improvement		 --- 0
 Percent of Schools Identified
 for Program Improvement		 --- 0.0

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. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under 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.
 Overall School District
 2002 2003 2004 2002 2003 2004
 All Students --- Yes Yes --- No No
 
 Subgroups School District
 2002 2003 2004 2002 2003 2004
 All Students --- Yes Yes --- Yes Yes
 African American --- n/a n/a --- n/a n/a
 American Indian or Alaska Native --- n/a n/a --- n/a n/a
 Asian --- n/a n/a --- n/a Yes
 Filipino --- n/a n/a --- n/a n/a
 Hispanic or Latino --- n/a n/a --- No Yes
 Pacific Islander --- n/a n/a --- n/a n/a
 White (not Hispanic) --- Yes Yes --- Yes Yes
 Socioeconomically Disadvantaged --- n/a n/a --- Yes n/a
 English Learners --- n/a n/a --- Yes n/a
 Students with Disabilities --- n/a n/a --- No 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 size category (i.e., number of students), by grade level, as reported by CBEDS.
 Grade 2002 2003 2004
 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+
 3 19.7 7   19.0 7   19.0 6  
 4 23.2  6  23.8  6  22.0  6 
 5 22.2 1 5  23.2  5  24.0  5 

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
 2002 2003 2004
 3  100 100 100

VI. Teacher and Staff Information

Core Academic Courses Not Taught by NCLB Compliant Teachers
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/.

For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.
    School     District  
 This School 43.8 ---
 All Schools in District --- 50.0
 High-Poverty Schools in District --- 0.0
 Low-Poverty Schools in District --- 50.0

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. 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.
    2002     2003     2004  
 Total Teachers
 		 25 23 21
 Teachers with Full Credential
 		 22 22 21
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		   
 Teachers in Alternative Routes to Certification
 (district and university internship)		 2 0 0
 Pre-Internship
 		 0 0 0
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)		 0 1 0
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		 1 0 0

Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
    2002     2003     2004  
 Misassignments of Teachers of English Learners
 		 --- --- 0
 Total Teacher Misassignments
 		 --- --- 0

Teacher Education Level
Data reported are the percent of teachers by education level.
    School     District  
 Doctorate 0.0 0.0
 Master's Degree plus 30 or more semester hours 28.6 24.8
 Master's Degree 9.5 13.2
 Bachelor's Degree plus 30 or more semester hours 52.4 56.6
 Bachelor's Degree 9.5 5.4
 Less than Bachelor's Degree 0.0 0.0

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
    2002     2003     2004  
 Vacant Teacher Positions
 		 --- --- 0

Teacher Evaluations
By District contract, all permanent teachers are evaluated every two years, and every non-tenured employee is observed 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 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
 Title   FTE  
 Counselor 0.25
 Librarian 0.70
 Psychologist 0.25
 Social Worker 
 Nurse 0.20
 Speech/Language/Hearing Specialist 0.50
 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 equal 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
Encinal provides broad based, high quality eduacation for all students.  Leadership is provided by the principal through the Site Council, the faculty, and the PTO.  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 PTO Executive Board and Site Council to help plan and develop programs.  Site Council goals for 2003-2004 include continuation of our Physical Education program, support for language arts and mathematics improvement.  Science was also a significant focal area. 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, a resource specialist, and a district sponsered GATE program for identified gifted and talented students.

Professional Development

The 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 students growth and achievement.  Professional development opportunities provided by the District include Staff Development Days, attendance at workshops, courses and conferences by individual teachers, opportunities for collaborative planning and curriculum development, and systematic programs of observation and analysis of teaching.  The Site Council also supports staff development programs with SIP funds.  A Differentiated Instruction Leadership Team has been established to continue advanced training and lead efforts to learn about instructional strategies to address the needs of learners of all abilities.

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.  A veteran teacher Advisor provides coaching for all new teachers in the district. 

The District continues to participate in a National Science Foundation grant to support hands-on, inquiry-based science instruction.  After six years focused at the K-5 level, the grant has expanded, in collaboration with Synopsys and our partner school districts, to include resources and support for professional development at the middle school level. 

Quality and Currency of Textbooks and Other Instructional Materials

The Menlo Park City School District places a high priority on providing sufficient textbooks and other materials necessary for teaching and learning.  All texts are adopted from state-approved lists of standards-based instructional materials and every student is provided textbooks and other supplementary materials in all curriculum areas.  The Assistant Superintendent directs the evaluation and purchase of District curriculum and texts.  Staff and parents serve on instructional materials review committees and are involved in implementation through Site Council and staff committee efforts.

New materials are implemented district-wide in systematic alignment with the State’s adoption cycle.  Recently, the following subject areas have been reviewed: Science and Social Studies (2001), Mathematics (2002), Reading/Language Arts (2003), and Foreign Language (2004). The Health curriculum is scheduled for review in 2005.  Using District, SIP, PTO, and Foundation funds, additional materials, science kits, novel sets and library books have been purchased to enhance curriculum in various subject areas. 

Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials
The availability of sufficient state-adopted (grades K-8) and standards-aligned (grades K-12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (for grades K to 12, inclusive); and science laboratory equipment (for grades 9 to 12, inclusive), as appropriate.
 Core Curriculum Areas Availability of Textbooks/Materials
 Reading/Language Arts SRA/Open Court Reading (3-5)
 Mathematics Houghton Mifflin Math (3-4), McGraw Hill Math (5)
 Science FOSS and Houghton Mifflin Science
 History/Social Science Houghton Mifflin (3), Harcouurt Brace (4), McGraw Hill (5)
 Foreign Language NA
 Health Quest Skills for Growing (3-5)

Instructional Minutes
The California Education Code establishes a 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 55,400  50,400
 4 55,400  54,000
 5 55,400  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

County offices of education are not required to report average salaries and expenditures. The California Department of Education's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.

Average Salaries (Fiscal Year 2002-2003)
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. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.

 Category District
Amount		 State Average
For Districts
In Same Category
 Beginning Teacher Salary $40,855 $35,949
 Mid-Range Teacher Salary $66,144 $55,680
 Highest Teacher Salary $81,035 $69,175
 Average Principal Salary (Elementary) $115,810 $85,767
 Average Principal Salary (Middle) $119,450 $88,426
 Average Principal Salary (High)  
 Superintendent Salary  $166,500*  $118,606
 Percent of Budget for Teacher Salaries 48.6 42.5
 Percent of Budget for Administrative Salaries 6.5 5.9
*this figure represents total compensation, including all benefits

Expenditures (Fiscal Year 2002-2003)
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/ec/.

 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)
 $18,851,536  $9,800  $6,542 $6,822

Types of Services Funded
The District provides Encinal with a part-time teacher for limited English proficient (EL) students, GATE funds for identifying and serving gifted and talented students, and a reading specialist program for students requiring special assistance in language arts. Support also includes speech and language specialists, a resource specialist, psychologists, a nurse, and Special Education.  Part-time librarians (70%) and parent volunteers staff the library. Books are purchased with district funds, state funds, and monies raised by the PTO's Book Faire. Our technology program has a computer laboratory with 27 computers, printers, a scanner, a student server, LCD projector, curriculum software, a video disk player, and other materials. Utilizing grant money and PTO financial help, a community fundraising effort has provided every classroom with at least three Internet capable computers.