School Accountability Report Card    
  Reported for School Year 2002-2003  
Published During 2003-2004

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 at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.

School Information District Information
 School Name  Sandpiper Elementary  District Name  Belmont-Redwood Shores Elementary
 Principal  Cherie Ho  Superintendent  John McIntosh (Anne Campbell in 2002-2003)
 Street  801 Redwood Shores Pkwy  Street  2960 Hallmark Dr.
 City, State, Zip  Redwood City, CA    94065-  City, State, Zip  Belmont, CA    94002-2943
 Phone Number  650-631-5510  Phone Number  650-637-4800
 FAX Number  650-631-5515  FAX Number  650-637-4811
 Web Site  www.belmont.k12.ca.us/main/sandpiper/  Web Site  www.belmont.k12.ca.us/
 E-mail Address  cho@belmont.k12.ca.us
  E-mail Address  jmcintosh@belmont.k12.ca.us
 CDS Code  41-68866-6114771  SARC Contact  Marcia Harter <mharter@belmont.k12.ca.us>

School Description and Mission Statement
The School Community
Sandpiper School, located in Redwood Shores (Redwood City) on the peninsula south of San Francisco, and east of Highway 101, is one of five elementary schools in the Belmont-Redwood Shores School District. It is the newest school, established in September 1997. Students are promoted to the 6th grade at Ralston Middle School, the only middle school in the District. The Sandpiper 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.

Mission and Goals
The mission of Sandpiper School is to create the finest learning environment for the collective body of students, teachers and parents. The school community embraces the pursuit of excellence in its curriculum, exposure to different cultures and its utilization of creative resources. Sandpiper seeks to embrace the breadth of learning provided in the programs of language arts, natural sciences, mathematics and logic, history/social sciences, visual/performing arts and health and physical education. The advancement of positive attitudes, civic responsibilities, and social conscience promote awareness of global communities and the impact of interdependence amongst groups. All students attend to the interactive process of engaging activities that encourage citizenship, creativity, academic rigor, performance and discovery. These elements of learning produce critical thinkers who cooperatively work together in small groups and as individuals in acquiring knowledge at their highest potential. In addition, we encourage social interactions that advocate independence, confidence and a competitive spirit necessary for optimum learning.

Opportunities for Parental Involvement
 Contact Person Name   Susan Klepper  Contact Person Phone Number   650-596-8841
  • Classroom field trips
  • Founders' Day
  • Kollage Art
  • Computer education
  • Classroom supplies
  • Red Ribbon Week
  • Fun Food Lunch
  • Non-A-Thon fundraiser
  • Parent education
  • Adopt-A-Book
  • Monetary gifts and donations
  • Book Fair
  • Assemblies
  • Field Trips

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level  Enrollment  Grade Level  Enrollment
 Kindergarten 80   Grade 9 0 
 Grade 1 80   Grade 10 0 
 Grade 2 91   Grade 11 0 
 Grade 3 69   Grade 12 0 
 Grade 4 80   Ungraded Secondary 0 
 Grade 5 74     
 Grade 6 0 
 Grade 7 0 
 Grade 8 0 
 Ungraded Elementary 0   Total Enrollment 474 

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-American 2  0.4   Hispanic or Latino 19  4.0 
 American Indian or Alaska Native 0  0.0   Pacific Islander 6  1.3 
 Asian 132  27.8   White (Not Hispanic) 254  53.6 
 Filipino 12  2.5   Multiple or No Response 49  10.3 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update   September 2002  Date Last Discussed with Staff   September 2002

SCHOOL SAFETY PLAN for 2002-2003

A school safety plan is revised and adopted each year by the School Site Council. Specific procedures for evacuation of buildings, communication and disbursement of emergency supplies are outlined in an emergency handbook in the office and on the school website. Specific responsibilities are given to adults for supervision of students in a safe location when a disaster occurs. Fire drills and earthquake disaster preparedness are practiced during the school year in cooperation with the local fire and police departments. Staff and parent telephone trees and emergency supplies are updated each year.

Emergency Procedures for Sandpiper School

Should an emergency situation (such as an earthquake, chemical spill, power failure, civil disaster, or any other event that interrupts regular school activity) occur while school is in session, Sandpiper’s basic response plan will be as follows:

No student will be dismissed from school unless a parent (or individual previously designated by a parent) comes for him/her.

No student will be allowed to leave with another person unless that particular person is listed on the student’s emergency card in our files. If your child’s emergency card is not up to date, please give us correct information.

We do ask your help in the following areas:

  1. Please DO NOT CALL THE SCHOOL We must have the lines open for emergency calls.
  2. As soon as possible, come to school to pick up your child and any other children for whom you are the emergency card designee.
  3. Park in designated parking spaces. Leave the driveway clear for emergency vehicles.
  4. If, at the direction of public officials (fire, police, etc.), the children have been relocated to another site for safety, an announcement will be made on Bay Area radio stations and television. A public information line will also be maintained at the District Office, (650) 637-4800, and the PTA will initiate a telephone tree.
  5. Be sure you have told your student to follow the directions of school personnel.
  6. If there is a need to evacuate, we would be at the parking lot of the Community Center next door.

Emergency Procedures for Disaster

Fire Drill:

Alarm will automatically be activated in each classroom with corresponding strobe lights. All students and staff will exit rooms to outside corridors and quickly walk to the play field area in single class lines. Teacher will immediately count all students to confirm attendance and location of each student. Teachers will hold up green cards to designate that all students are accounted for. Red Cards will be held up indicating missing students. Classroom teachers will exit with emergency bag in hand which contains emergency cards and supplies.

Earthquake:

Alarm and/or paging system will alert all students and staff to exit and convene on the play field area. Duck and cover exercise will be used in the classrooms before exit. Emergency cards will be used to exit students from the campus. Emergency provisions are available from custodian’s closet next to Room 11. Ten gallons of bottled water are available for every 20 students plus a small food supply (crackers, oatmeal bars, etc.) for extended stay in an emergency situation.

Maps and telephone trees are available for exit and communication of next steps. Emergency procedures are posted on the website for parents’ use. Cell phone is available in the principal’s office along with emergency cards.

An emergency binder is kept in the school office. It contains maps for exit, circuit breakers and water main locations as well as emergency numbers and telephone trees.

Security Levels:

An all call for “Code 1” indicates that staff needs to be aware of an impending emergency. All students must be accounted for and return to classrooms immediately.

An all call for “Code 2” indicates a “Lockdown”. All staff will immediately lock their classroom doors and account for all students. Students and teachers remain in classroom until further notice.


School Programs and Practices that Promote a Positive Learning Environment
 
Sandpiper School is a cluster of enhanced modular buildings that depict the ambiance of a Nantucket village. Classrooms surround the village green where an outside stage highlights performance activities. The community center is located next to the square where a kitchen, multipurpose room and five conference rooms are provided for instruction during the day. The play fields are situated along the lagoon for student access during school hours, and for community use after school.

Students are encouraged to keep a safe and clean learning environment through recycling and gardening efforts that enhance their learning space. Rules for play and safety are posted in each classroom and PTA supports programs such as Red Ribbon Week, Conflict Resolution, Bike Safety, Fire Prevention, and the Drug Awareness and Resistance Education (DARE) Program.

The Sandpiper School Community takes pride in their new school, maintaining a strong commitment to support the educational process within the classrooms and keeping the facilities safe and inviting for all who attend.  


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
 2001  2002  2003  2001  2002  2003
 Number of Suspensions
1
0
0
49
58
61
 Rate of Suspensions
.23%
0%
0%
1.95
2.32%
2.4%
 Number of Expulsions
0 
0 
0 
2 
0 
6
 Rate of Expulsions
0% 
0%
0%
  .08%
0%
.24%

School Facilities
Sandpiper School has 22 classrooms. Nineteen of the classrooms are used for regular instruction. One is used for music/science instruction and the other two are occupied for resource specialist and speech and language programs. Other classrooms in the community center provide space for special needs, classroom music, Gifted & Talented programs, counseling and parent education.

Our school has over 160 computers within the classrooms and in a computer lab. A special project with Microsoft Systems networks some of the computer workstations to our own server. The lab is used for direct instruction of applications for all students and staff with 20 workstations available.

Sandpiper Community Center provides child care services through a private agency. Before and after school care provides supervision for students in K-5 five days per week as well as all day for district in-service days and some holidays. Our school district and the city of Redwood City share the community center facilities located on site. The multi-use room and conference rooms are available to the school during the day and the rooms available for Park and Recreation Programs after school and into the evenings.

Every teacher in the District has a computer for both instruction and classroom management. Every staff member received technology training and has 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, science and history/social science in grades 9-11, and a norm-referenced test, which 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. Detailed information regarding 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 standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
 Performance Level  School  District  State
 2001  2002  2003  2001  2002  2003  2001  2002  2003
English Language Arts
 Proficient or Advanced  62  66  72  55  57  58  30  32  35
 Not Tested  2  0  0  6  3  1  6  8  1
Mathematics
 Proficient or Advanced    70  77    53  59    31  35
 Not Tested  ---  ---  ---  ---  ---  ---  ---  ---  ---
Science
 Proficient or Advanced            0    30  27
 Not Tested  ---  ---  ---  ---  ---  ---  ---  ---  ---
History/Social Science
 Proficient or Advanced            47    28  28
 Not Tested  ---  ---  ---  ---  ---  ---  ---  ---  ---

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
 Performance Level  African-
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
English Language Arts
 Proficient or Advanced      84    60    69
 Not Tested      0    0    1
Mathematics
 Proficient or Advanced      84    60    76
 Not Tested  ---  ---  ---  ---  ---  ---  ---
Science
 Proficient or Advanced              
 Not Tested  ---  ---  ---  ---  ---  ---  ---
History/Social Science
 Proficient or Advanced              
 Not Tested  ---  ---  ---  ---  ---  ---  ---

CST - Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
Performance Level  Male  Female English
Learners		 Socioeconomically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
Services
Yes No Yes No
English Language Arts
 Proficient or Advanced  67  76      72  57  73  
 Not Tested  1  0      0  0  0  
Mathematics
 Proficient or Advanced  79  75      77  61  78  
 Not Tested  ---  ---  ---  ---  ---  ---  ---  ---
Science
 Proficient or Advanced                
 Not Tested  ---  ---  ---  ---  ---  ---  ---  ---
History/Social Science
 Proficient or Advanced                
 Not Tested  ---  ---  ---  ---  ---  ---  ---  ---

Norm-Referenced Test (NRT)
Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), 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. 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
 2001  2002  2003  2001  2002  2003  2001  2002  2003
 Reading  80  84  70  74  76  65  44  45  43
 Mathematics  82  84  81  75  75  71  53  55  50

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      82    47    69
 Mathematics      87    67    80

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject    Male    Female  English
Learners		 Socioeconomically
Disadvantaged		  Students With
Disabilities		  Migrant
Education
Services
 Yes  No  Yes  No
 Reading  67  73      70  54  72  
 Mathematics  81  80      81  68  82  


Local Assessment
In the 2002-2003 school year, a new norm reference test, CAT-6, was used to assess student progress. See NRT data (above) for 2002-2003 scores. Three years of data for the previously used California Standards Test is shown in the following table. Data reported are the percent of students meeting or exceeding the district standard which is scoring at or above the 50th NPR.

CST for 2000-2002: Percentage of students meeting or exceeding the district standard.

 Grade
Level		  Reading  Writing  Mathematics
 2000
 2001
 2002
 2000
 2001
 2002
 2000
 2001
 2002
 K                  
 1                  
 2
72
87 
81 
      
77 
 90
86
 3
69 
71 
87 
      
78
 81
81 
 4
74
80 
85 
100
91
90
74
 78
88 
 5
80 
80 
80 
      
82
 77
80 


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/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

 Grade
Level		  School  District  State
  Total   Female   Male    Total   Female   Male    Total   Female   Male 
 5  33.8  57.7  20.0  34.9  42.1  29.1  23.1  24.5  21.7
 7        30.9  22.0  38.6  27.2  28.9  25.5
 9              24.2  22.7  25.7

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/psaa/api/ or by speaking with the school principal.

Schoolwide API
 API Base Data  API Growth Data
   2000  2001  2002   From
2000
to 2001		 From
2001
to 2002		 From
2002
to 2003
 Percent Tested  100  100  100  Percent Tested  100  100  100
 API Base Score  828  840  860  API Growth Score  852  861  883
 Growth Target  #  A  A  Actual Growth  24  21  23
 Statewide Rank  9  9  10  
 Similar Schools Rank  1  1  1

API Subgroups - Racial/Ethnic Groups
 API Base Data  API Growth Data
   2000  2001  2002   From
2000
to 2001		 From
2001
to 2002		 From
2002
to 2003
 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  Asian
 API Base Score  904  905  931  API Growth Score  911  922  922
 Growth Target  #  A  A  Actual Growth  7  17  -9
 Filipino  Filipino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Hispanic or Latino  Hispanic or Latino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Pacific Islander  Pacific Islander
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 White (Not Hispanic)  White (Not Hispanic)
 API Base Score  836  839  851  API Growth Score  853  854  876
 Growth Target  #  A  A  Actual Growth  17  15  25

API Subgroups - Socioeconomically Disadvantaged
 API Base Data  API Growth Data
   2000  2001  2002   From
2000
to 2001		 From
2001
to 2002		 From
2002
to 2003
 API Base Score        API Growth Score      925
 Growth Target        Actual Growth      

Awards and Intervention Programs
Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.
The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
 School  District
 Federal Programs  2001  2002  2003  Federal Programs  2001  2002  2003
 Recognition for
 Achievement (Title 1)		  No  No  No  Number of Schools Identified
 for Program Improvement		  0  0  0
 Identified for Program
 Improvement (Title 1)		  No  No  No  Percent of Schools Identified
 for Program Improvement		  0.0  0.0  0.0
 Exited Title 1 Program
 Improvement		  No  No  No  
 Years Identified for
 Program Improvement		      
 California Programs  2001  2002  2003
 Eligible for Governor's
 Performance Award		  Yes  Yes  No
 
 Eligible for II/USP		  No  ---  ---
 
 Applied for II/USP Funding		  No  ---  ---
 
 Received II/USP Funding		  No  ---  ---

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. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
 Groups  School  District
 2001  2002  2003  2001  2002  2003
 All Students  ---  ---  Yes  ---  ---  Yes
 African American  ---  ---  N/A  ---  ---  N/A
 American Indian or Alaska Native  ---  ---  N/A  ---  ---  N/A
 Asian  ---  ---  Yes  ---  ---  Yes
 Filipino  ---  ---  N/A  ---  ---  N/A
 Hispanic or Latino  ---  ---  N/A  ---  ---  Yes
 Pacific Islander  ---  ---  N/A  ---  ---  N/A
 White (not Hispanic)  ---  ---  Yes  ---  ---  Yes
 Socioeconomically Disadvantaged  ---  ---  Yes  ---  ---  Yes
 English Learners  ---  ---  N/A  ---  ---  N/A
 Students with Disabilities  ---  ---  N/A  ---  ---  Yes

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.


Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.

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 category (i.e., number of students), by grade level, as reported by CBEDS.

 Grade  2001  2002  2003
 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  19.75  4      19.75  4      20.00  5    
 1  18.67  3      20.00  4      20.00  4    
 2  19.20  5      20.00  3      20.00  4    
 3  20.00  3      19.75  4      20.00  3    
 4  28.00    1    25.00    2    26.67    3  
 5  25.50    2    28.00    2    24.75    4  
 6                        
 K-3  20.00  1      20.00  1      20.00  1    
 3-4  20.00  1      20.00  1            
 4-8  28.00    1                  
 Other                        

Average Teaching Load and Teaching Load 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 subject area as reported by CBEDS.

       No data are available for this section

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
 2001  2002  2003
 K  100%  100%  100%
 1  100%  100%  100%
 2  100%  100%  100%
 3  100%  100%  100%

VI. Teacher and Staff Information

Teacher Credentials
Data reported are the number of teachers (full-time and part-time). 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.
     2001      2002      2003  
 Total Teachers
 		  25  24  29
 Teachers with Full Credential
 (full credential and teaching in subject area)		  24  22  28
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		      
 Teachers with Emergency Credential
 (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)		    2  1
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		  1    

Highly Qualified Teachers
The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.

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 teacher in the classroom, and a final evaluation conference. Progress towards meeting District standards for teaching is monitored by both the teacher and the principal.

Substitute Teachers
All substitutes used by Sandpiper 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 1.6 days 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 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.

 Title    FTE  
The regular school staff consists of twenty-one full-time classroom teachers, one school secretary, one library media specialist, two custodians, and one principal. The support staff includes:
Band/String/Vocal/Music Teacher   .5
 Counselor  
 Gifted and Talented Education (GATE) Teacher  .10
 Librarian  .80
 PE Teacher (Grades 1 - 5)  .4
 Psychologist  .20
 Social Worker  
 Nurse  
 Speech/Language/Hearing Specialist  .40
 Resource Specialist Teacher  .75
 Resource Specialist Assistant  .75
 Reading Teacher  .50
 Science Teacher (4th and 5th Grade)  .50
 Other  


VII. Curriculum and Instruction

School Instruction and Leadership

Course of Study

  • English/Language Artz
  • Mathematics
  • Science
  • History/Social Science
  • Visual and Performing Arts
  • Physical Education
  • Health


Instruction and Support for Special Needs

“Pull-out” programs for students with specialized needs have been scheduled in order to provide an in-depth program for all students. Support for special needs of students begins with Student Study Teams who, meeting regularly, develop strategies to help students become more successful in school. They coordinate school resources and services which include:

  • Referral for Special Education Assessment
  • Reading Specialist services
  • Gifted and Talented Education (GATE) Program
  • Special Education programs
  • School Psychologist services

School Site Leadership

The School Site Council, comprised of parents and teachers, works together to create the vision and establish goals for the school. Monthly meetings are held to discuss curriculum and programs that benefit the learning community. This advisory council writes the School Improvement Plan, establishes resources for staff development, and approves school programs.

Instructional Staff Qualifications

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

Student/Teacher Ratio

Classrooms have a maximum class size of 20 students. K through 3rd grades are staffed at a ratio of 20 to 1. With rare exceptions, classes do not exceed 28 students in grades 4 and 5.

Through SIP funds, instructional assistants were provided for some classrooms. Further assistance is provided by parent volunteers in the classroom. They help with small group and individual instruction in various content areas. 
 


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. Sandpiper School’s teachers participate in two days of staff development before the students return to school. Staff development days were conducted during the school year on shortened Wednesdays. During these staff development days, teachers received training in:
  1. English Language Arts
  2. Mathematics
  3. Grade Level Teaming
  4. Curriculum Planning for the Year
  5. Special Education
  6. Curriculum and Instructional Practices
  7. Standards and Assessment

Individual staff members also participated in additional workshops and training in these areas. 


Quality and Currency of Textbooks and Other Instructional Materials

Classroom Textbooks and Materials

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

  • Everyday Mathematics
  • Harcourt Brace “Signatures” for English/Language Arts
  • Rebecca Sitton Sourcebook for spelling
  • Houghton Mifflin for History/Social Science
  • Silver Burdett Music SeriesFull Option Science System (FOSS)

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.

Sandpiper School has one television set and VCR for every classroom. There are two scanners, two video cameras and an electronic projection system for the school. 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 school library contains over 4,265 books.


Instructional Minutes
The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
 Grade
Level		  Instructional Minutes
 Offered  State Requirement
 K  37,800  36,000
 1  51,250  50,400
 2  51,250  50,400
 3  51,250  50,400
 4  55,240  54,000
 5  55,240  54,000

Total Number of Minimum Days
The school held 47 minimum days. Thirty-six were on Wednesdays; the others are used for parent conferences, last day of school, etc. Four of the minimum days, for parent conferences, were conducted at the end of the Fall and Spring Progress Report periods.  

VIII. Postsecondary Preparation (Secondary Schools)

No data are available for this section (Sandpiper is an Elementary school)


IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2001-2002)
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. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.

 Category  District
Amount		  State Average
For Districts
In Same Category
 Beginning Teacher Salary  30267  35371
 Mid-Range Teacher Salary  56030  55531
 Highest Teacher Salary  68000  67900
 Average Principal Salary (Elementary)  89363  83242
 Average Principal Salary (Middle)  94604
 Average Principal Salary (High)  
 Superintendent Salary  110863  115103
 Percent of Budget for Teacher Salaries  43.64  42.96
 Percent of Budget for Administrative Salaries  7.87  6.17

Expenditures (Fiscal Year 2001-2002)
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/fiscal/financial/.
 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)
 $16355026  $6742  $6444  $6719


Types of Services Funded (2002-2003)
  • 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
  • Teacher Quality
  • Title II
  • Title III
  • 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
  • IMFRP
  • Standards Based
  • Instructional Mat/Staff Buyout
  • Miller Unruh
  • Oracle Grant
  • ACSD Grant
  • SIP