Nesbit Elementary - 2001-02 School Accountability Report Card

School Accountability Report Card
School Year 2001-2002

School Information		District Information
School Name	Nesbit Elementary	District Name	Belmont-Redwood Shores Elementary
Principal	Bill McClurg	Superintendent	Anne Campbell
Street	500 Biddulph Way	Street	2960 Hallmark Dr.
City, State, Zip	Belmont, CA 94002-2711	City, State, Zip	Belmont, CA 94002-2943
Phone Number	650-637-4860	Phone Number	650-637-4800
FAX Number	650-637-4867	FAX Number	650-637-4811
Web Site	www.belmont.k12.ca.us/main/nesbit/	Web Site	www.belmont.k12.ca.us
Email Address	bmcclurg@belmont.k12.ca.us	Email Address	acamp@belmont.k12.ca.us
CDS Code	41-68866-6043475	SARC Contact	Marcia Harter <mharter@belmont.k12.ca.us>

School Description and Mission Statement

Nesbit School, located in the City of Belmont on the peninsula south of San Francisco, is one of five elementary schools in the Belmont- Redwood Shores School District. Students are promoted to the 6th grade at Ralston Middle School, the only middle school in the District.

The Nesbit School community consists of families for whom education is a priority. The school is the hub of the community for many of these parents. Families enthusiastically support the Parent Teacher Association, School Site Council and countless volunteer activities and projects. Pride in Nesbit’s distinguished school recognition was reflected from all members of the school community.

Mission and Goals

Nesbit School's mission is to create educational opportunities with high standards in a nurturing, respectful environment and to develop the full potential of each student in our diverse community.

Opportunities for Parental Involvement

Contact Person Name	Sherri Sentman	Contact Person Phone Number	650-637-4860
Adopt-a-Class Book Fair Candy Cane Lane Classroom field trips (chaperones) Classroom Helpers Classroom supplies Computer education Discovery Day Emergency Preparedness Family Math 5th grade graduation party		Fund Run Hot Lunch Program Library Volunteers Monetary gifts Parent education Project Self Esteem Read Across America Red Ribbon Week SCRIP fund raiser/eScrip TV Turnoff Week

I. Demographic Information

Student Enrollment, by Grade Level

Grade Level	Enrollment
Kindergarten	59
Grade 1	60
Grade 2	38
Grade 3	62
Grade 4	50
Grade 5	57
Total	326

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

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	26	8.0	Hispanic or Latino	67	20.6
American Indian or Alaska Native	1	0.3	Pacific Islander	5	1.5
Asian-American	47	14.4	White (Not Hispanic)	161	49.4
Filipino-American	12	3.7	Other	7	2.1

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update

August 21, 2002

Date Last Discussed with Staff

August 27, 2002

Nesbit School has a Comprehensive School Safety Plan in place, which meets all of the requirements of SB 187. The plan is reviewed annually and updated as needed. The plan includes:

Emergency response information· School maps
Roles of personnel
Emergency preparedness guidelines
Procedures to follow during specified emergencies
A management plan
First-aid procedures

Drills are held on a regular basis for fire and earthquake safety. Nesbit's PTA sponsors a drive each year to ensure that each classroom has portable basic emergency supplies.

School Programs and Practices that Promote a Positive Learning Environment

School procedures and rules are described in the school handbook that is distributed to parents each September and in Nesbit’s Expectations of Behavior. Students participate in various activities designed to create motivation and offer recognition such as:
Book-It, Red Ribbon Week, Speech and Spelling contests, field trips, Outdoor Education, D.A.R.E., winter and spring concerts, an annual 5th grade musical, and the Presidential Academic Fitness awards. Project Self Esteem is a program presented by teams of parent volunteers in grades K through 4, which helps teach students how to make appropriate choices and to treat themselves and others with respect.

Suspensions and Expulsions
The number of suspensions and expulsions is the total number of incidents that result in a suspension or expulsion. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

	School			District
	2000	2001	2002	2000	2001	2002
Suspensions (number)	8	7	1	71	49	58
Suspensions (rate)	2.42%	2.14%	.31%	2.86%	1.95	2.32%
Expulsions (number)	0	1	0	0	2	0
Expulsions (rate)	0%	.31%	0%	0%	.08%	0%

School Facilities

Nesbit School has 24 classrooms: 15 classrooms are used for regular instruction and 2 house County programs for Orthopedically Handicapped children. The other classroom(s) and 3 smaller rooms are used for Science, Instrumental and Choral Music and small group instruction in Reading, the English Language Learners Program, Speech and Language, a Special Day Class, and the Resource Specialist Program.

Every instructional space in our school, including the library, has Internet access and at least one computer with CD ROM. Most classrooms have multiple computers. We have 85 computers for student use, 68 of them with CD ROM.

Every teacher in the District has a computer for both instruction and classroom management. Every staff member has received technology training. Every staff member is assigned a telephone number and voice mailbox.

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

California Standards Tests (CST)
The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

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

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	---	26	29	---	55	51	---	32	32
3	---	34	26	---	45	55	---	30	34
4	---	32	48	---	59	63	---	33	36
5	---	26	30	---	48	53	---	28	31
6	---			---	58	52	---	31	30
7	---			---	64	60	---	32	33
8	---			---	57	66	---	32	32

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

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	---	---	45	---	---	60	---	---	43
3	---	---	32	---	---	60	---	---	38
4	---	---	40	---	---	62	---	---	37
5	---	---	19	---	---	51	---	---	29
6	---	---		---	---	43	---	---	32
7	---	---		---	---	51	---	---	29
8	---	---		---	---	41	---	---	26

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

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	33	27		28	33	28
3	32	22		27		29
4	47	48		50	13	56
5	28	31		31		33

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

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	50	42	75	41	43	45
3	39	26	0	34	17	34
4	33	44	25	41	10	47
5	29	10	0	20	0	22

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

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2	0		0		20		30
3	0		25		7		34
4	33		33		25		59
5	50		0		23		33

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

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2	0		50		33		52
3	25		50		7		42
4	25		60		14		32
5	25		0		0		32

Stanford 9 (SAT 9)
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

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

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	57	43	50	70	72	75	49	51	53
3	47	46	42	71	67	74	44	46	47
4	63	48	59	72	71	78	45	47	49
5	66	61	45	78	72	73	44	45	46
6				79	79	77	46	47	48
7				75	81	76	46	48	48
8				79	76	79	49	50	49

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

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	61	49	56	72	73	70	57	58	62
3	51	58	56	75	76	76	56	59	62
4	58	67	70	73	77	82	51	54	58
5	55	58	58	73	75	79	50	54	57
6				79	80	71	55	57	60
7				73	72	75	48	50	52
8				82	72	70	48	49	50

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

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2		54		47		50
3	48	38		43		47
4	53	63		63		62
5	35	54		47		49

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

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2		46		50		57
3	57	55		57		57
4	74	67		72		75
5	60	57		59		59

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

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2							57
3					23		53
4							61
5					38		54

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

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2							62
3					31		67
4							67
5					54		54

Local Assessment
Percentage of students meeting or exceeding the district standard:% scoring at or above 50th NPR

Grade Level	Reading			Writing			Mathematics
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
K
1
2	57	43	50				61	49	56
3	47	46	42				52	58	56
4	65	48	59	69	91	86	59	67	70
5	66	61	45				52	58	58

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards)
Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
Grade Level	Total	Female	Male	Total	Female	Male	Total	Female	Male
5	29.6	40.0	16.7	29.3	29.7	29.0	22.2	23.4	21.5
7				47.6	55.1	39.3	25.9	27.3	25.0
9							22.7	21.0	24.6

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).
Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education Web site at http://api.cde.ca.gov/ or by speaking with the school principal

School Wide API

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested	94	100	100	Percentage Tested	100	100	100
API Base Score	600	712	697	API Growth Score	712	702	726
Growth Target	10	4	5	Actual Growth	112	-10	29
Statewide Rank	5	7	6
Similar Schools Rank	1	1	1

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
African-American				African-American
API Base Score				API Growth Score
Growth Target				Actual Growth
American Indian or Alaska Native				American Indian or Alaska Native
API Base Score				API Growth Score
Growth Target				Actual Growth
Asian-American				Asian-American
API Base Score				API Growth Score
Growth Target				Actual Growth
Filipino-American				Filipino-American
API Base Score				API Growth Score
Growth Target				Actual Growth
Hispanic or Latino				Hispanic or Latino
API Base Score	466	614	616	API Growth Score	614	616
Growth Target	8	3	4	Actual Growth	148	2
Pacific Islander				Pacific Islander
API Base Score				API Growth Score
Growth Target				Actual Growth
White (Not Hispanic)				White (Not Hispanic)
API Base Score	625	720	716	API Growth Score	720	719	738
Growth Target	8	3	4	Actual Growth	95	-1	22

API Subgroups - Socioeconomically Disadvantaged

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
API Base Score				API Growth Score
Growth Target				Actual Growth

API-Based Awards and Intervention Programs
California program data are based on API growth data from the previous academic year.
***The II/USP Program was not funded for the year 2002.

California Programs				Federal Programs
	2000	2001	2002		2000	2001	2002
Eligible for Governor's Performance Award	YES	NO	YES	Recognition for Achievement (Title 1)
Eligible for II/USP	NO	NO	***	Identified for Program Improvement (Title 1)
Applied for II/USP $	NO	NO	***	Exited Title 1 Program Improvement
Received II/USP $	NO	NO	***

IV. School Completion (Secondary Schools)
This section is not applicable: Nesbit is an Elementary School.

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms for each range of students, by grade level, as reported by CBEDS.

Grade	2000				2001				2002
Grade	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+
K	16.50	2			18.67	3			19.67	3
1	16.67	3			18.50	2			20.00	3
2	16.00	3			20.00	3			18.50	2
3	16.33	3			18.67	3			19.67	3
4	27.50		2		27.50		2		23.50		2
5	23.50		2		27.00		2		27.00		2
6
K-3	17.50	2
3-4
4-8
Other

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area, as reported by CBEDS.
Section not applicable for an elementary school.

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.

Grade Level	Percentage of Pupils Participating
Grade Level	2000	2001	2002
K	100%	100%	100%
1	100%	100%	100%
2	100%	100%	100%
3	100%	100%	100%

VI. Teacher and Staff Information

Teacher Credential Information
Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

	2000	2001	2002
Total Number of Teachers	20	20	18
Full Credential (full credential and teaching in subject area)	18	20	18
Teaching Outside Subject Area (full credential but teaching outside subject area)
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)	2
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)

Teacher Evaluations

Formal evaluations are done at least once each year for new probationary staff and every other year for permanent staff.

Formal evaluations include an initial conference with the administrator, observations of the staff member, and a final evaluation conference. Progress towards meeting District standard is monitored by both the employee and the principal.

Substitute Teachers

All substitutes used by Nesbit School have passed a qualifying examination administered by the State of California. When a teacher is absent from class, a qualified substitute teacher teaches the class. If a substitute is not available, the class is taught by a credentialed district administrator or a teacher without a regular class assignment. Last year, teachers averaged about 1 day of absence per month. This included illness, in-service training, and other leaves.

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

Title	FTE
Psychologist	.2
Nurse	On call
Speech/Language/Hearing Specialist	.4
Special Day Class Teacher	1.0
Resource/Inclusion Specialist (teaching)	1.0
Band/Strings/Vocal Music Teacher	.4
Gifted and Talented Education Teacher (GATE)	.1
Reading Teacher	.5
Science Teacher (4th and 5th Grades)	.5
Title I Teacher	1.0

VII. Curriculum and Instruction

School Instruction and Leadership

Course of Study

English/Language Arts
Mathematics
Science
History/Social Science
Visual and Performing Arts
Music
Instrumental Music (4th/5th grades)
Physical Education
Health

Instruction and Support for Special Needs

Support for special needs of students begins with Student Success Teams comprised of parents, teachers, specialists, and administrators, who meet regularly to develop strategies to help students become more successful in school. They coordinate school resources and services which may include:

Resource Specialist Program
English Language Learners Program
Gifted and Talented Education (GATE) Program
Group and Family Counseling referrals
Speech & Language services
Special Day Class
Miller-Unruh Reading Specialist
School Psychologist services
Title I program

School Site Leadership

Nesbit teachers have been recognized by the San Mateo County Kent awards for special achievement. Paul Ternullo, June Irhazy, Sally Burgess, and John DaBaldo have been recognized for their integrated activities in the arts. Gina O’Neal was cited for her exceptional work with inclusion students. Teachers also serve on district wide curriculum committees, as mentor teachers responsible for staff training, and as master teachers for college students.

Instructional Staff Qualifications

All teachers are credentialed by the State of California. All Nesbit teachers have completed graduate work.

Student/Teacher Ratio

Classrooms have a maximum class size of 20 students in Kindergarten through 3rd grade. During 2000-2001, K - 3rd grades were staffed at a ratio of 18.5 to 1. With rare exceptions, classes do not exceed 28 students in grades 4 and 5.

Through SIP and Title I funds, instructional assistants were provided for all classrooms. Further assistance is provided by parent volunteers in the classroom. They help with small group and individual instruction in various content areas. Three tutors from the College of Notre Dame also work with small groups of students through the America Reads program.

Professional Development

Staff development activities are determined through a process which begins with the staff identifying needs that are related to the goals identified in the School Improvement Plan. District-wide needs identified through the “Futures” planning process are also incorporated into the plans for staff development. The calendar and topics for staff development conducted on non-student days are identified in the School Improvement Plan each year. Nesbit School’s teachers participate in one day of staff development before the students return to school. Two additional staff development days were conducted during the school year. Students are dismissed early on Wednesdays to provide teachers with opportunities for collaborative planning, grade level articulation, and other training.

During staff development times, teachers received training in:

Newly adopted Social Studies materials
Use of new standards based progress reports
Reading strategies
Differentiated Instruction
Technology

Individual staff members also participated in off-site workshops and training of their choice in order to keep abreast of educational research and increase knowledge and skill in curricular areas.

Quality and Currency of Textbooks and Other Instructional Materials

The District has adopted the following textbooks in accordance with State standards.

Mathland (K-6)
MathSteps, supplementary math text
Harcourt Brace “Signatures” for English/Language Arts
Rebecca Sitton Sourcebook for spelling
Harcourt Brace “Social Studies 2000” (grades K-2) for History/Social Science
McGraw Hill “Adventures in Time and Place” (grades 3-5) for History/Social Science
Silver Burdett Music Series
Full Option Science System (FOSS)
Skills for School Success (grades 4 and 5)

The State and District provide regular classroom materials to support our program goals. Enrichment and supplemental materials are purchased through SIP funds and with the help of the Parent Teacher Association. Additionally, the PTA gives money directly to teachers to use for classroom enrichment.

Every classroom at Nesbit School is equipped with a television, VCR, and 1 to 6 Internet connected student computers and printers. There are three scanners, five digital cameras, a multimedia presentation projector, and one video camera available on campus for student and teacher use. Each teacher has a computer workstation as well. Eleven classrooms are equipped with an FM amplification system. There is a wide variety of software, encyclopedia and reference CD ROMs at the school site, including KidPix®, HyperStudio®, Student Writing Center ®, ClarisWorks®, Microsoft Works®, and Microsoft Office®.

The entire school library collection of 6,760 books is electronically catalogued. In addition, the library contains a mini-lab consisting of 5 computers, a scanner, and two printers.

Instructional Minutes
The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
K	42,930	36,000
1	51,273	50,400
2	51,273	50,400
3	51,273	50,400
4	54,598	54,000
5	54,598	54,000

Total Number of Minimum Days

The school scheduled 11 minimum days during the school year: to conduct parent conferences at the end of the Fall and Spring trimesters, last day of school. In addition, each Wednesday during the school year is a minimum day for students. Wednesday afternoons are used for staff development, curriculum planning, and grade level meetings. Total minimum days: 47 (11 + 36)

VIII. Postsecondary Preparation (Secondary Schools)

This section is not applicable: Nesbit is an Elementary School.

X. Fiscal and Expenditure Data

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

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	36903	34611
Mid-Range Teacher Salary	53878	53100
Highest Teacher Salary	67636	65312
Average Principal Salary (Elementary)	79390	80909
Average Principal Salary (Middle)	87335
Average Principal Salary (High)	n/a
Superintendent Salary	103846	109512
Percentage of Budget for Teacher Salaries	50.2	43.49
Percentage of Budget for Administrative Salaries	6.26	5.90

Additional Compensation for Administrators

Principals’ salaries are an average over all principals in the District and do include District years of service, extra for advanced degrees, and experience step increases. Superintendent’s salary includes District years of service, extra for advanced degrees, and experience step increases.

Expenditures (Fiscal Year 2000-2001)

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars	Dollars per Student (ADA)	Dollars per Student (ADA)	Dollars per Student (ADA)
15063844	6266	6092	6360

Types of Services Funded

Reg. Ed
CSR
Guidance
Music
Summer School
Community day school
Gov's Perf awards
API donations
ODE

Special Education

Psychologists
County Sp Ed
Speech
SP Ed IDEA
RSP, SDC & NPS
Transportation

Teachers
Classified Staff
Benefits
Books & Supplies
Services
Equipment
Health Services
Food Services
Title I
Drug
Title II
Title VI
Title VI (CSR)
Dist Block Grant
NBCT
ELLP
Classroom Library

Public School Library
Lottery Prop 20
Tolerance Ed
School Safety
TUPE
Arts Ed Partnership
EIA
Ed. Tech
GATE
Instructional Materials
Standards Based
Instructional Mat/Staff Buyout
Miller Unruh
Oracle Grant
ACSD Grant
SIP