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

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.

School Information

District Information

 School Name

 Cipriani Elementary

 District Name

 Belmont-Redwood Shores Elementary

 Principal

 Lisa Zachry

 Superintendent

 John McIntosh

 Street

 2525 Buena Vista

 Street

 2960 Hallmark Dr.

 City, State, Zip

 Belmont, CA    94002-1454

 City, State, Zip

 Belmont, CA    94002-2943

 Phone Number

 650-637-4840

 Phone Number

 650-637-4800

 FAX Number

 650-637-4839

 FAX Number

 650-637-4811

 Web Site

 www.belmont.k12.ca.us/main/cipriani/

 Web Site

 www.belmont.k12.ca.us

 Email Address

 lzachry@belmont.k12.ca.us

 Email Address

 jmcintosh@belmont.k12.ca.us

 CDS Code

 41-68866-6043442

 SARC Contact

 Jeannie Bosley <jbosley@belmont.k12.ca.us>

School Description and Mission Statement

School Description

Cipriani 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 middle school that serves our District. The Cipriani 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 Statement

Cipriani School seeks to create a safe learning environment where students, parents, and staff interact to solve problems, seek answers, and support each other in pursuit of the knowledge and insight that leads to high academic achievement and success for all students. We want Cipriani students to: acquire a strong academic foundation; solve problems and make decisions; develop confidence; work with persistence and determination; communicate effectively; value and learn from differences. Because we know that unique and significant contributions of individual members add richness to the results, we believe in sharing the decisions, the responsibility, and the commitment to our vision of educational excellence among all members of our school community.

Opportunities for Parental Involvement
 Contact Person Name   Myra Gruschka  Contact Person Phone Number   (650) 591-8843
  • Adopt-a-Book Program
  • Assemblies
  • Book Fair
  • Child Safety
  • Classroom field trips
  • Classroom supplies
  • Classroom volunteers
  • Family Picnic
  • 5th grade graduation party
  • Hot Lunch Program
     
  • Kindergarten Social
  • Mardi Gras Dance
  • Monetary gifts
  • Music for Minors
  • Non-A-Thon fund raiser
  • Parent education
  • Red Ribbon Week
  • SCRIP fund raiser
  • TV-Free Week

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 40   Grade 9 0 
 Grade 1 40   Grade 10 0 
 Grade 2 37   Grade 11 0 
 Grade 3 40   Grade 12 0 
 Grade 4 36   Ungraded Secondary 0 
 Grade 5 51     
 Grade 6 0 
 Grade 7 0 
 Grade 8 0 
 Ungraded Elementary 0   Total Enrollment 244 

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 0  0.0   Hispanic or Latino 19  7.8 
 American Indian or Alaska Native 3  1.2   Pacific Islander 2  0.8 
 Asian 30  12.3   White (Not Hispanic) 173  70.9 
 Filipino 3  1.2   Multiple or No Response 14  5.7 

II. School Safety and Climate for Learning

 School Safety Plan
 Date of Last Review/Update   9/10/03  Date Last Discussed with Staff   9/10/03
Cipriani holds regular fire and earthquake drills as well as two campus evacuation drills and a lock down drill. Visitors to the school campus are required to register in the office and wear a visitor's badge while on campus. Parent volunteers are required to wear volunteer badges.

In the event of an emergency such as earthquake, fire, power failure or any event that interrupts school, Cipriani School staff will respond as follows:

  • If police or firemen require children to be relocated for safety reasons, regular announcements will be made on Bay Area radio stations and TV. A public information line will also be maintained at the District Office, (650) 637-4800. The staff and PTA will initiate a telephone tree.
  • Staff requests that parents PLEASE DO NOT CALL THE SCHOOL. We must have lines open for emergency calls.
  • Parents are encouraged to pick up their child and any other children for whom you are the emergency designee.
  • Staff requests that when picking up children, drivers LEAVE DRIVEWAYS CLEAR FOR. EMERGENCY VEHICLES.
Each child will be released only to a parent, relative, or other persons designated on the emergency card.
 

School Programs and Practices that Promote a Positive Learning Environment

The Cipriani staff believes that a quality learning environment requires developing and maintaining positive relationships with students, attending to student safety needs, and implementing an effective discipline policy.

Teachers and the administration work toward knowing each student as an individual. All staff model a caring, respectful attitude to others. Weekly school-wide "Monday morning meetings" where individual students get recognized for birthdays, honors, and other accomplishments contribute to the positive learning environment and a strong sense of belonging.

In the classroom teachers build an environment where students can take risks and explore freely. The staff regularly monitors the campus during recess and before and after school to insure safe practices. Through the joint efforts of parents, students, and staff an effective discipline policy establishes a setting where students can make responsible choices. The school climate encourages students to make decisions and learn from the outcomes of their decisions, building a self-discipline that will serve them well throughout their education and beyond into adulthood.

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
   School  District
 2002  2003  2004  2002  2003  2004
 Number of Suspensions
9 
2
3
58
61
34
 Rate of Suspensions
3.25%
.74%
1.23%
2.32%
2.4%
1.38%
 Number of Expulsions
0
0
0
0 
6
1
 Rate of Expulsions
0%
0%
0%
0%
.24%
.04%

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

Age of Buildings: This school has 14 classrooms, a music room, a library, a multipurpose room, and administrative offices (in 2004-2005). The main buildings were constructed in 1954, and modernized between 1994 and 2004.

Cleaning Standards: The District has adopted cleaning standards for each school, and a copy of these is available in the principal’s office. The principal works daily with the custodial staff to develop and implement cleaning practices that ensure a clean and safe school campus.

Maintenance and Repair: District maintenance staff, assisted as necessary by outside contractors, keep the school in good repair. Work orders are completed in a timely manner, and tracked on a computerized system of record keeping, which also allows priority to be assigned to emergency repairs.

Complaints and Reports of Conditions Requiring Remedy: Each classroom contains a notice regarding the availability of complaint or report of unsafe condition forms, which can be found in the principal’s office. The District uses the Uniform Complaint Process (per Board Policy) in responding to all filed complaints.


Of the 15 classrooms at Cipriani in the 2003-2004 school year, 11 are used for regular instruction. In addition, one classroom is used for a Science Lab, one is a Computer Lab and another is used for the Resource/Inclusion Specialist Program. There is also a small band room at the back of a gym/multi-purpose room. A portable and an additional small group instruction room within the school have been made available for childcare services provided by a nonprofit agency. Before and after school care includes supervision for students in K-5, five days per week. In addition, full day care is available for participating students on non-student days as well as some holiday periods.

Every teacher uses a computer for both instruction and classroom management. Additional student computers are in every classroom and in the Computer Lab. Every staff member received mandated technology training. Every staff member was provided 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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

 Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 English-Language Arts  49  53  49  57  58  57  32  35  36
 Mathematics  48  55  55  53  59  60  31  35  34
 Science      37    0  49  30  27  25
 History-Social Science          47  49  28  28  29

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject  African-
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 English-Language Arts      83    13    50
 Mathematics      94    7    58
 Science              37
 History-Social Science              

CST - Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject  Male  Female English
Learners		 Economically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
Services
Yes No Yes No
 English-Language Arts  50  48      51  18  54  
 Mathematics  58  52      57  45  57  
 Science  42  31      38    39  
 History-Social Science                

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Schievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 Reading  ---  60  54  ---  65  65  ---  43  43
 Mathematics  ---  68  72  ---  71  73  ---  50  51

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  African-
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 Reading      78    7    57
 Mathematics      94    43    75

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject    Male    Female  English
Learners		 Economically
Disadvantaged		  Students With
Disabilities		  Migrant
Education
Services
 Yes  No  Yes  No
 Reading  50  59      56  32  58  
 Mathematics  74  70      74  64  73  


Local Assessment
The District is currently developing a new local assessment system. At this time, the CST and NRT data (see above) is used for program design and instructional purposes.
 
California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
 Grade
Level		  School  District  State
  Total   Female   Male    Total   Female   Male    Total   Female   Male 
 5  40.5  47.4  34.8  41.3  39.4  43.0  24.8  26.7  22.9
 7        50.2  53.2  47.1  29.1  31.3  27.0
 9              26.3  25.3  27.2

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

Schoolwide API
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 Percent Tested  100  100  100  Percent Tested  100  100  100
 API Base Score  761  777  811  API Growth Score  784  805  798
 Growth Target  2  1  A  Actual Growth  23  28  -13
 Statewide Rank  7  8  8  
 Similar Schools Rank  1  1  9

API Subgroups - Racial/Ethnic Groups
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 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        API Growth Score      
 Growth Target        Actual Growth      
 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  765  787  834  API Growth Score  793  827  801
 Growth Target  2  1  A  Actual Growth  28  40  -33

API Subgroups - Socioeconomically Disadvantaged
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 API Base Score      893  API Growth Score    884  
 Growth Target      A  Actual Growth      

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

Federal Intervention Programs
Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
   School  District
 Year Identified for
 Program Improvement		  ---  ---
 Year in Program
 Improvement		  ---  ---
 Year Exited Program
 Improvement		  ---  ---
 Number of Schools Currently
 in Program Improvement		  ---  0
 Percent of Schools Identified
 for Program Improvement		  ---  0.0

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
 Overall  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  Yes  Yes  ---  Yes  Yes
 
 Subgroups  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  Yes  Yes  ---  Yes  Yes
 African American  ---  n/a  n/a  ---  n/a  n/a
 American Indian or Alaska Native  ---  n/a  n/a  ---  n/a  n/a
 Asian  ---  n/a  n/a  ---  Yes  Yes
 Filipino  ---  n/a  n/a  ---  n/a  n/a
 Hispanic or Latino  ---  n/a  n/a  ---  Yes  Yes
 Pacific Islander  ---  n/a  n/a  ---  n/a  n/a
 White (not Hispanic)  ---  Yes  Yes  ---  Yes  Yes
 Socioeconomically Disadvantaged  ---  Yes  n/a  ---  Yes  n/a
 English Learners  ---  n/a  n/a  ---  n/a  n/a
 Students with Disabilities  ---  n/a  n/a  ---  Yes  Yes


IV. School Completion (Secondary Schools)

   No data are available for this section (Cipriani 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 that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.

 Grade  2002  2003  2004
 Avg.
Class
Size		 Number of Classrooms  Avg.
Class
Size		 Number of Classrooms  Avg.
Class
Size		 Number of Classrooms
 1-20  21-32  33+  1-20  21-32  33+  1-20  21-32  33+
 K  19.5  2      20.5  1  1    20.0  2    
 1  19.0  1      19.3  3      20.0  3    
 2  20.0  1      19.5  2      18.5  2    
 3  19.0  2      20.0  2      20.0  2    
 4          27.0    2    28.0    1  
 5          22.0    2    30.0    1  
 6                        
 K-3  20.0  3      18.0  1            
 3-4  20.0  1                    
 4-8  27.0    3            29.0    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.
 Subject  2002  2003  2004
 Avg.
Class
Size		 Number of Classrooms  Avg.
Class
Size		 Number of Classrooms  Avg.
Class
Size		 Number of Classrooms
 1-22  23-32  33+  1-22  23-32  33+  1-22  23-32  33+
 English  21.0  1                    
 Mathematics                        
 Science                        
 Social Science                        

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
 Grade Level  Percent of Students Participating
 2002  2003  2004
 K  100%  100%  100%
 1  100%  100%  100%
 2  100%  100%  100%
 3  100%  100%  100%

VI. Teacher and Staff Information

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

For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.

     School      District  
 This School  0.0  ---
 All Schools in District  ---  0.0
 High-Poverty Schools in District  ---  0.0
 Low-Poverty Schools in District  ---  0.0

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1". If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
     2002      2003      2004  
 Total Teachers
 		  16  17  14
 Teachers with Full Credential
 		  14  15  13
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		  0  0  0
 Teachers in Alternative Routes to Certification
 (district and university internship)		  1  1  1
 Pre-Internship
 		  1  1  0
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)		  0  0  0
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		  0  0  0

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

Teacher Education Level
Data reported are the percent of teachers by education level.
     School      District  
 Doctorate  0.0  0.0
 Master's Degree plus 30 or more semester hours  7.1  8.8
 Master's Degree  35.7  17.5
 Bachelor's Degree plus 30 or more semester hours  57.1  72.3
 Bachelor's Degree  0.0  1.5
 Less than Bachelor's Degree  0.0  0.0

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


Teacher Evaluations
Formal evaluations are done at least once each year for new probationary staff and every other year for tenured 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
Substitutes used by Cipriani 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, a credentialed district administrator or a teacher without a regular class assignment teaches the class. 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 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.
 Title    FTE  
 Counselor
--
 Librarian
.80
 Psychologist
.33
 Social Worker
--
 Nurse
On call
 Speech/Language/Hearing Specialist
 .5
 Resource Specialist (pull-out services)
 .65
 Reading Support Teacher
.75


VII. Curriculum and Instruction

School Instruction and Leadership
Course of Study

The curriculum - what we teach - is rigorous and incorporates District and State guidelines into all academic subjects. The curriculum areas taught include:

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

Instruction and Support for Special Needs

Support for the special needs of students begins with Student Study Teams who meeting regularly and develop strategies to help students become more successful in school. They coordinate school resources and services which include:

  • Referral for Special Education Assessment
  • English Language Learners Program
  • Speech and Language services
  • Resource Specialist/ Inclusion services
  • School Psychologist services

“Pull-out” programs for students with specialized needs have been carefully scheduled in order to provide longer blocks of time in the core classroom to ensure that students have access to the full curriculum regardless of their special needs.

School Site Leadership

Leadership at Cipriani is shared among several groups of school community participants. The staff selects a leadership team from among the teachers to serve on the School Site Council and function as liaison between the Site Council and the staff. The School Site Council combines parents, teachers, other school staff members, and principal to set goals and monitor progress toward those goals.

The staff, with the principal as facilitator, leader, and coordinator, makes the teaching decisions that lead the school toward its vision.

Individual staff members provide leadership and expertise in a variety of areas. Additional staff members share their knowledge and experience with colleagues. The resulting leadership that is shared among school participants provides a rich environment for new ideas, best practices, and school effectiveness. New teachers participate in the District's BTSA/PAR program.

Instructional Staff Qualifications

Teachers at Cipriani have California State teaching credentials. Some teachers also have credentials from other states and additional graduate degrees, credentials, or certificates in a variety of areas. Substitutes used by Cipriani 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, a credentialed district administrator or a teacher without a regular class assignment teaches the class. Last year, teachers averaged about 1 day of absence per month. This included illness, in-service training, and other leaves.

Student/Teacher Ratio

Primary (K - 3) classrooms have a maximum class size of 20 students. Classes do not exceed 30 students in grades 4 and 5. Parent volunteers, senior citizens, and other community members may also assist students within or outside the classroom.

Professional Development

Staff development activities are determined through a process that begins with the staff identifying needs that are related to the goals identified in the Single Plan for Student Achievement (SPSA). 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 Single Plan for Student Achievement. Cipriani School ’s teachers participate in two days of staff development before the students return to school. One additional staff development day was conducted during the school year. A shortened day every Wednesday provided additional time for district and site grade level planning, staff development, and student conferences.

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. Integrating technology into daily lesson plans
  6. Curriculum and Instructional Practices
  7. Visual and Performing Arts
Individual staff members also participated in additional off-site workshops and training according to needs outlined in the SPSA.

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 (K-6)
  • Harcourt Brace
  • Houghton Mifflin and McGraw-Hill for History/Social Science
  • Silver Burdett Music Series
  • Full Option Science System (FOSS)
  • Houghton Mifflin Discovery Works for Science

The State and District provide regular classroom materials to support our program goals. Enrichment and supplemental materials are purchased through SIP funds.

The Parent Teacher Association provides funds to teachers for additional classroom needs. They fund field trips and assemblies to enrich the curriculum for the students. The PTA also continues to provide funding for and volunteer in our computer lab, which was completed in January 2003.

Cipriani School has one television set and VCR for every classroom. The school has three (3) scanners, three (3) digital cameras and one video camera, and an electronic projection system. Seven classrooms have amplification systems to enhance student listening.

All classrooms, the library, and small group instruction rooms have Internet access. Primary grades (K-3) have 1-3 student computers per classroom. Upper grades (4-5) have 4-5 computers per classroom. The school library contains over 5474 books and 6 student computers. The computer lab has 20 computers and two printers. 

Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials
The availability of sufficient standards-aligned 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, and history-social science; foreign language and health; and science laboratory equipment for grades 9 to 12, inclusive, as appropriate.

 Sufficient standards-aligned textbooks and other instructional  materials were available for each pupil in the school.

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  41,300  36,000
 1  51,965  50,400
 2  51,965  50,400
 3  51,965  50,400
 4  54,585  54,000
 5  54,585  54,000


Total Number of Minimum Days
The school had a minimum day each Wednesday: 38 minimum days. Also, 11 additional minimum days were for parent conferences, the last school day, and other special circumstances.  
 

 

VIII. Postsecondary Preparation (Secondary Schools)

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

IX. Fiscal and Expenditure Data

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

Average Salaries (Fiscal Year 2002-2003)
Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.

 Category  District
Amount		  State Average
For Districts
In Same Category
 Beginning Teacher Salary  $31,641  $35,949
 Mid-Range Teacher Salary  $58,575  $55,680
 Highest Teacher Salary  $75,656  $69,175
 Average Principal Salary (Elementary)  $95,995  $85,767
 Average Principal Salary (Middle)  $100,389  $88,426
 Average Principal Salary (High)    
 Superintendent Salary  $125,600  $118,606
 Percent of Budget for Teacher Salaries  39.3  42.5
 Percent of Budget for Administrative Salaries  7.2  5.9


Expenditures (Fiscal Year 2002-2003)
Data reported are total dollars expended in the district and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/ec/.

 District  District  State Average
For Districts
In Same Category		  State Average
All Districts
 Total Dollars  Dollars per Student
(ADA)		  Dollars per Student
(ADA)		  Dollars per Student
(ADA)
 $20,100,257  $8,104  $6,542  $6,822


Types of Services Funded (2003-2004)
These services were funded by the district during the 2003-2004 school year.
  • 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 III not LEA
  • 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