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 Laurel Elementary District Name Menlo Park City Elementary
 Principal  Nancy Hendry  Superintendent  Kenneth Ranella
 Street 95 Edge Rd. Street 181 Encinal Ave.
 City, State, Zip Atherton, CA    94027-2254 City, State, Zip Atherton, CA    94027-3102
 Phone Number  650-324-0186  Phone Number  650-321-7140
 FAX Number  650-323-0374  FAX Number  650-321-7184
 Web Site  www.mpcsd.org/laurel  Web Site  www.mpcsd.org
 E-mail Address  nhendry@mpcsd.org  E-mail Address  jmitchell@mpcsd.org
 CDS Code 41-68965-6044168 SARC Contact  Jo Mitchell

School Description and Mission Statement
As one of the four schools of the Menlo Park City School District, Laurel School pursues the District's mission: 

"We are a community of educators, scholars, parents and staff working together to inspire high academic achievement among all students, serve their needs, challenge their minds, and enrich their lives, laying a foundation for success and participation in a democratic society."

Laurel School is a primary education school serving Kindergarten, first and second grade level students.  Laurel School is located in a residential area in Atherton, two blocks from Menlo Atherton High School. 

The school staff includes; 21 regular education classroom teachers, one reading specialist, and one site administrator.  Part-time staff includes; a Librarian, a Music Specialist, a Art Specialist, a Physical Education Specialist, a Support Teacher (special tutoring & ELL), a Resource Specialist, a Speech and Language Specialist, a psychologist, a student counselor, and a nurse.  These certificated positions are supported by a school office manager, two office clerks, ten instructional aides, one science aide, and one computer lab aide.

Opportunities for Parental Involvement
 Contact Person Name   Celia Aufdemberge  Contact Person Phone Number   650-566-8464
The parents at Laurel School are very supportive.  87% of our families are members of the PTO, and hundreds of parents serve on over 35 different  PTO committees which enhance and support our Laurel instructional program and school community.  A PTO sponsored music enrichment coordinator provides a supplemental music program to all classrooms.  The PTO also provides a hot food offering three times a week.  Classroom teachers are supported by a large group of parent volunteers.  Parents are trained by our Language Arts Lead Teacher to assist with reading fluency groups, by our computer lab aide to help monitor students in our computer lab, and by the librarian to help manage the circulation of books within our library. The amount of direct assistance in the classroom is illustrated by the number of hours of volunteer time logged during the 03-04 school year—385 hours per classroom.  Parents serve on our Laurel School Site Council which meets on a monthly basis to review and monitor the Laurel School Site Plan.

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
 Kindergarten138 
 Grade 1132 
 Grade 2136 
 Total Enrollment 406

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-American13 3.2  Hispanic or Latino33 8.1 
 American Indian or Alaska Native0 0.0  Pacific Islander9 2.2 
 Asian29 7.1  White (Not Hispanic)312 76.8 
 Filipino1 0.2  Multiple or No Response9 2.2 

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
Laurel School is an exciting, nurturing and challenging place where students develop conceptual knowledge and skills, learn social skills and establish personal connections to their academic world.  The Laurel School spirit is celebrated each Friday, when students and staff wear the school colors of blue & white, birthday ribbons and "Super Squirrel" certificates are personally delivered by the principal to those students caught doing something special for their school or peers, and a Super Squirrel mascot is rotated to each class to witness all the wonderful activities and positive interactions of our students.  Self-esteem is also promoted through our "Students of the Month" program.  Throughout the school year all students have their picture taken by a PTO volunteer and placed on display within the school office.  Classroom teachers send home individual awards such as "Classroom Stars" on a regular basis. 

The Laurel staff views discipline as growth from dependence to independence.  This is accomplished through the use of natural and logical consequences and encouragement that communicates respect and value for each and every child, and enables the child to develop responsibility, self-discipline and judgment.  Good behavior on our playgrounds is insured through the use of clearly defined rules and ample supervision.  Laurel has separate playground areas for the kindergarten, first grade, and second grade students.  Each play yard is monitored by two yard duty supervisors. 

The staff at Laurel School is committed to excellence.  Our expectation is that each and every child develops into a lifelong learner.  The 'Basic Skills’ of the 21st century to think well, work effectively in groups, use technological tools, and deal with rapid social change are taught along side our core curriculum of mathematics, language arts, science, history-social science, physical education, art, and music.  Our commitment is to help each child learn these basic skills and build a strong character in the process so that he/she can meet, with confidence and competence, the complex changes of his/her future.

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 0 0 0 0
 Rate of Suspensions 0 0 0 0 0 0
 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.

Laurel School has 21 classrooms, a multipurpose room, a library, and an administration building.  The main campus is approximately 50 years old.  A major renovation of the facility was completed in 1999 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 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 62 76 76 72 75 76 32 35 36
 Mathematics 66 81 85 64 71 74 31 35 34
 Science      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   100  27  82
 Mathematics   100  45  89
 Science       
 History-Social Science       

CST - Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject Male FemaleEnglish
Learners		Economically
Disadvantaged		Students With
Disabilities		Migrant
Education
Services
YesNoYesNo
 English-Language Arts 73 81 50  80 67 78 
 Mathematics 86 83 67  88 72 86 
 Science        
 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 --- 82 82 --- 79 78 --- 43 43
 Mathematics --- 80 83 --- 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   100  45  87
 Mathematics   100  55  87

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 81 84 67  84 78 83 
 Mathematics 84 83 67  87 83 83 

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.

       No data are available for this section

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 100 100 100 Percent Tested 100 100 100
 API Base Score 831 840 897 API Growth Score 843 898 908
 Growth Target A A A Actual Growth 12 58 11
 Statewide Rank 9 9 10 
 Similar Schools Rank 1 2 6

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 866 890 926 API Growth Score 893 923 929
 Growth Target A A A Actual Growth 27 33 3

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+
 K 19.6 6 1  21.5 2 4  22.9  7 
 1 19.3 6   17.8 8   18.9 7  
 2 18.6 5   18.8 6   19.4 7  

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
 K850  0
 1 100 100 100
 2 100 100 100

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 55.0 ---
 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 26 26
 Teachers with Full Credential
 		 25 26 26
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		   
 Teachers in Alternative Routes to Certification
 (district and university internship)		 0 0 0
 Pre-Internship
 		 0 0 0
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)		 0 0 0
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		 0 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 23.1 24.8
 Master's Degree 19.2 13.2
 Bachelor's Degree plus 30 or more semester hours 53.8 56.6
 Bachelor's Degree 3.8 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 three times each year.  Administrators participate in ongoing inservice to refine skills in supervision. 

Substitute Teachers
Teachers who work as substitutes in Menlo Park classrooms must have passed the California Basic Educational Skills Test and possess a valid California teaching credential.  The district continually strives to recruit high quality substitutes 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 0.20
 Social Worker 
 Nurse 0.20
 Speech/Language/Hearing Specialist 1.0
 Resource Specialist (non-teaching) 0.5
 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
Laurel School provides a broad-based, high quality education for all of its students.  The District’s direction is given through the Superintendent, Assistant Superintendent for Instruction, cross-district grade level meetings and professional development activities.  The four principals in Menlo Park meet weekly with the Superintendent, the Assistant Superintendent, the Business Manager, and the Director of Student Services, to discuss, evaluate and plan for instructional programs at the schools.  Laurel teachers serve on a variety of District curriculum committees which meet monthly to assist in the review, implementation, and evaluation of District adopted materials and instructional practices.  Our library/media center is well stocked with primary books.  The school's .7 librarian meets with each class on a weekly basis.  Books are procured through the School Library Act funds and an Adopt-A-Book program.  Our media center contains a state of the art computer lab facilitated by a part-time technology aide.  Students and teachers in each classroom have access to the Internet via computers.  Laurel's classroom efforts are augmented by the District Language Arts Lead Teacher, the Instructional Resource Teacher, the Support Teacher program (including ELL services), the Miller-Unruh Reading Specialist, a psychologist, a school counselor, and speech/language and resource specialist programs.  A Student Success Team meets regularly to plan courses of action for students needing additional learning and/or emotional support.  On Thursday afternoons the Laurel PTO sponsors a chess class, a science class, and French and Spanish classes for those students wanting exposure to a second language at the primary level.  Leadership is provided by the principal through the Site Council, the PTO and the faculty and staff.  The Laurel Leadership Team is composed of a teacher liaison from each grade level and meets regularly with the principal.

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 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 (K-2)
 Mathematics Harcourt Math (K-1), Houghton Mifflin Math (2)
 Science FOSS and STC Science
 History/Social Science McGraw Hill (K, 2), Harcourt Brace (1)
 Foreign Language NA
 Health Quest Skills for Growing (K-2)

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
 K 39,440 36,000
 1 53,680  50,400
 2 53,680  50,400

Total Number of Minimum Days
Menlo Park City School District has eight approved minimum days; six minimum days for parent/teacher conferences, one minimum day before the Thanksgiving holiday, and one minimum day on the last day of instruction.


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) NA  
 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
Laurel's classrooms are supported by the District Language Arts Lead Teacher, Instructional Resource Teacher, the Support Teacher program (including ELL services), the Miller-Unruh Reading Specialist, psychologist, school counselor, and speech/language and resource specialist programs.