School Accountability Report Card    
  Reported for School Year 2004-05  
Published During 2005-06

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp

Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

I. General Information

Contact Information
Information about school and district contacts.
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, Ass't Superintendent

School Description and Mission Statement
Information about the school, its programs, and its goals.
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, one librarian, and one site administrator.  Part-time staff includes: a Music Specialist, an 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, an office clerk, ten instructional aides, one science aide, and one computer lab aide.

Opportunities for Parental Involvement
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
 Contact Person Name   Nancy Hendry  Contact Person Phone Number   650-324-0186
  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 04-05 school year—408 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.

II. Demographic Information

Student Enrollment -- 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
 Kindergarten156 
 Grade 1140 
 Grade 2126 
 Total Enrollment 422 

Student Enrollment -- Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
 Racial and Ethnic Subgroup Number
of
Students		 Percent
of
Students		 Racial and Ethnic Subgroup Number
of
Students		 Percent
of
Students
 African American13 3.1  Hispanic or Latino31 7.3 
 American Indian or Alaska Native0 0.0  Pacific Islander10 2.4 
 Asian27 6.4  White (Not Hispanic)327 77.5 
 Filipino1 0.2  Multiple or No Response13 3.1 

III. School Safety and Climate for Learning

School Safety Plan
Information about the currency and contents of the school's comprehensive 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
Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.
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 resulted 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. The district data compares other schools in the district with like grade levels (elementary or middle school configurations).
  School District
 2003 2004 2005 2003 2004 2005
 Number of Suspensions 0 0 0 0 3 4
 Rate of Suspensions 0 0 0 0 0.009 0.010
 Number of Expulsions 0 0 0 0 0 0
 Rate of Expulsions 0 0 0 0 0 0

IV. School Facilities

School Facility Conditions -- General Information
Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Laurel School has 21 classrooms, a multipurpose room, a library, a computer lab, 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 2004-05 school year, the district budgeted $100,000 for the deferred maintenance program.  This represents 0.43% of the district’s general fund budget.  The district’s complete deferred maintenance plan is available at the district office.

School Facility Conditions -- Results of Inspection and Evaluation
Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
 Interim Evaluation Instrument Part
 Facility in
Good Repair		 Deficiency and Remedial Actions
Taken or Planned
 Yes No
 Gas Leaks
X
   
 Mechanical Systems
X
   
 Windows/Doors/Gates (interior and exterior)
X
   
 Interior Surfaces (walls, floors, and ceilings)
X
   
 Hazardous Materials (interior and exterior)
X
   
 Structural Damage
X
   
 Fire Safety
X
   
 Electrical (interior and exterior)
X
   
 Pest/Vermin Infestation
X
   
 Drinking Fountains (inside and outside)
X
   
 Restrooms
X
   
 Sewer
X
   
 Playground/School Grounds
X
   
 Other
   

V. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 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 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

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 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
 2003 2004 2005 2003 2004 2005 2003 2004 2005
 English-Language Arts 76 76 82 75 76 79 35 36 40
 Mathematics 81 85 83 71 74 77 35 34 38
 Science     68 77 27 25 27
 History-Social Science    74 67 76 28 29 32

CST -- Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
 Subject African
American		 American
Indian or
Alaska
Native		 Asian Filipino Hispanic
or Latino		 Pacific
Islander		 White
(not
Hispanic)
 English-Language Arts *  *  * * 88
 Mathematics *  *  * * 88
 Science       
 History-Social Science       

CST -- Other Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Subject   Male   Female English
Learners		 Economically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
 English-Language Arts 78 85 * * 64 
 Mathematics 80 86 * * 68 
 Science      
 History-Social Science      

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported 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. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. 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
 2003 2004 2005 2003 2004 2005 2003 2004 2005
 Reading 82 82  79 78 75 43 43 41
 Mathematics 80 83  80 81 80 50 51 52

NRT -- Racial and Ethnic Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Subject African
American		 American
Indian or
Alaska
Native		 Asian Filipino Hispanic
or Latino		 Pacific
Islander		 White
(not
Hispanic)
 Reading       
 Mathematics       

NRT -- Other Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Subject   Male   Female English
Learners		 Economically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
 Reading      
 Mathematics      

California Physical Fitness Test (PFT)
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE 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 API Base 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.

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 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API -- Schoolwide
Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
 API Base Data API Growth Data
  2002 2003 2004 From
2002
to 2003		From
2003
to 2004		From
2004
to 2005
 Percent Tested 100 100 100 Percent Tested 100 100 100
 API Base Score 840 897 908 API Growth Score 898 908 917
 Growth Target A A A Actual Growth 58 11 9
 Statewide Rank 9 10 10 
 Similar Schools Rank 2 6 8

API -- Racial and Ethnic Subgroups
Data reported are API Base and Growth scores and growth targets.
 API Base Data API Growth Data
  2002 2003 2004 From
2002
to 2003		From
2003
to 2004		From
2004
to 2005
 White (Not Hispanic) White (Not Hispanic)
 API Base Score 890 926 928 API Growth Score 923 929 935
 Growth Target A A A Actual Growth 33 3 7

API -- Socioeconomically Disadvantaged Subgroup
Data reported are API Base and Growth scores and growth targets.
 API Base Data API Growth Data
  2002 2003 2004 From
2002
to 2003		From
2003
to 2004		From
2004
to 2005
 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.

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

AYP All Criteria -- Schoolwide
Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
 Schoolwide School District
 2003 2004 2005 2003 2004 2005
 All Students Yes Yes Yes No No Yes

AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups
Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.
 Schoolwide and Subgroups School District
 2003 2004 2005 2003 2004 2005
 All Students Yes Yes Yes Yes Yes Yes
 African American N/A N/A N/A N/A N/A N/A
 American Indian or Alaska Native N/A N/A N/A N/A N/A N/A
 Asian N/A N/A N/A N/A Yes Yes
 Filipino N/A N/A N/A N/A N/A N/A
 Hispanic or Latino N/A N/A N/A No Yes Yes
 Pacific Islander N/A N/A N/A N/A N/A N/A
 White (not Hispanic) Yes Yes Yes Yes Yes Yes
 Socioeconomically Disadvantaged N/A N/A N/A Yes N/A N/A
 English Learners N/A N/A N/A Yes N/A N/A
 Students with Disabilities N/A N/A N/A No No Yes

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts 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 and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
     School       District   
 First Year of Program Improvement Implementation   
 Year in Program Improvement (Implementation Level)   
 Year Exited Program Improvement   
 Number of Schools Currently in Program Improvement  --- 0
 Percent of Schools Currently in Program Improvement  --- 0.0

VI. School Completion (Secondary Schools)

       Not applicable to elementary/middle schools.

VII. 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 2003 2004 2005
 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 21.5 2 4  22.9  7  22.1  7 
 1 17.8 8   18.9 7   20.0 7  
 2 18.8 6   19.4 7   18.1 8  

Class Size Reduction Participation
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
 2003 2004 2005
 K  0  0 0 
 1 100 100100 
 2 100 100100 

VIII. Teacher and Staff Information

Core Academic Courses Taught by NCLB Compliant Teachers
For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects 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. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
  Percent of Classes 
 In Core Academic Subjects 
 Taught by NCLB Compliant Teachers 
 This School  100.0
 All Schools in District  85.5
 High-Poverty Schools in District  0.0
 Low-Poverty Schools in District  85.5

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 counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
    2003     2004     2005  
 Total Teachers
 		 26 26 28
 Teachers with Full Credential
 		 26 26 28
 Teachers Teaching Outside Subject Area
 (full credential teaching outside subject area)		 0 0 0
 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, including positions that involve teaching English learners, 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. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
    2004     2005     2006  
 Misassignments of Teachers of English Learners
 		 0 0 0
 Total Teacher Misassignments
 		 0 0 0

Teacher Education Level
Data reported are the percent of teachers by education level, as reported by CBEDS.
    School     District  
 Doctorate 0.0 0.0
 Master's Degree plus 30 or more semester hours 21.4 26.7
 Master's Degree 21.4 10.7
 Bachelor's Degree plus 30 or more semester hours 50.0 58.0
 Bachelor's Degree 7.1 4.6
 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. For the 2005-06 school year, the most currently available data are reported.
    2004     2005     2006  
 Vacant Teacher Positions
 		 0 0 0

Teacher Evaluations
Information about the procedures and criteria for 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
Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
  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
 Library Media Teacher (Librarian) 1.0
 Psychologist  0.4
 Social Worker 
 Nurse  0.2
 Speech/Language/Hearing Specialist  0.5
 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

IX. Curriculum and Instruction

School Instruction and Leadership
Information about the structure of the school's instructional program and the experience of the school leadership team.
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 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 Support Teacher program (including EL services), the 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
Information about the program for training the school's teachers and other professional staff.

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.

Quality and Currency of Textbooks and Instructional Materials
Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school 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, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
 Core Curriculum Areas Quality and Currency of
Textbooks and Instructional Materials
 Reading/Language ArtsSRA/Open Court Reading (K-2)
 MathematicsHarcourt Math (K-1), Houghton Mifflin Math (2)
 ScienceFOSS and STC Science
 History-Social ScienceMcGraw Hill (K, 2), Harcourt Brace (1)

Availability of Sufficient Textbooks and Instructional Materials
Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 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 (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
 Core Curriculum Areas Availability of
Textbooks and Instructional Materials
 Reading/Language ArtsSufficient Materials Available
 MathematicsSufficient Materials Available
 ScienceSufficient Materials Available
 History-Social ScienceSufficient Materials Available
 Foreign Language NA
 HealthSufficient Materials Available

Instructional Minutes
Data reported compare 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

Minimum Days in School Year
Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
  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.

X. Postsecondary Preparation (Secondary Schools)

       Not applicable to elementary/middle schools.

XI. Fiscal and Expenditure Data

Teacher and Administrative Salaries (Fiscal Year 2003-04)
Data reported are the district salaries 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. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
 Category District
Amount		 State Average
For Districts
In Same Category
 Beginning Teacher Salary $42,956 $36,605
 Mid-Range Teacher Salary $69,546 $56,479
 Highest Teacher Salary $85,191 $69,452
 Average Principal Salary (Elementary) $117,103 $86,793
 Average Principal Salary (Middle) $124,176 $89,269
 Average Principal Salary (High)  
 Superintendent Salary $166,500 $122,177
 Percent of Budget for Teacher Salaries 47.3 42.3
 Percent of Budget for Administrative Salaries 6.8 5.9

District Expenditures (Fiscal Year 2003-04)
Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
 District District State Average
For Districts
In Same Category		 State Average
All Districts
 Total Dollars
Expended		 Dollars Expended
Per Student (ADA)		 Dollars Expended
Per Student (ADA)		 Dollars Expended
Per Student (ADA)
 $19,318,577  $9,968  $6,643 $6,919

Types of Services Funded
Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.
Laurel's classrooms are supported by the District Language Arts Lead Teacher, the Support Teacher program (including EL services), the Reading Specialist, psychologist, school counselor, and speech/language and resource specialist programs.