School Description and Mission Statement

Opportunities for Parental Involvement

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	10/1/03	Date Last Discussed with Staff	10/20/2003
Emergency Card Parents are requested to complete an Emergency Card every year. This information is of vital importance to the school program since this information advises the school of who to contact in the event of an emergency. The card also includes who the student can be released to in case of a disaster. In addition the cards are used by the teachers and the office for attendance. It is the parent's responsibility to immediately notify the school of any changes in the data. Safety Safety of our students is a prime concern of parents and school personnel. Fox School is a member of the Safe Schools program which is directed by the Belmont Police Department. Fire and earthquake drills are conducted regularly throughout the school year. If a major earthquake occurs and damage is extensive, come to school as soon as possible to pick up your child or send the person listed on the Emergency Card. Please refrain from calling school and tying up the school telephones. If an earthquake occurs while the child is walking to school ........... child continues to school walking home ................ child continues home in neighborhood ............. child returns home waiting for bus ............ child returns home Make certain you arrange with neighbors for an alternate home to which your child should go if you are unavailable. Should an emergency occur, students will only be released to their parents or the adult designated on his/her Emergency Card. Fox School PTA has provided each classroom with an Emergency Bag to help us cope with a disaster for the first 24 hours. Check with your child's classroom teacher to find out if their Emergency Bag contains all the necessary items.

School Programs and Practices that Promote a Positive Learning Environment

The school’s goal is excellence for all students in learning a rich, meaning- centered thinking curriculum. High expectations are fostered for each student, and the teachers at Fox School demonstrate a commitment to finding strategies and resources to realize those expectations. All students have access to a challenging and meaningful curriculum, as well as to other school activities that promote student’s intellectual, ethical, cultural, emotional, and physical growth. Staff and students recognize and respect each other’s achievements, personal accomplishments, and cultural diversity. Students and staff feel safe in an orderly environment that promotes pride and facilitates learning, and that also includes a high level of congeniality among students and staff. The school publishes our discipline code to clearly communicate the importance of an orderly learning environment.

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	2	3	0	58	61	34
Rate of Suspensions	.62%	.92%	0%	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.

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.

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.

IV. School Completion (Secondary Schools)

   No data are available for this section (Fox 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.

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	17	18	16
Teachers with Full Credential	17	18	16
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)	0	0	0
Pre-Internship	0	0	0
Teachers with Emergency Permits  (not qualified for a credential or internship but meeting minimum requirements)	0	0	0
Teachers with Waivers  (does not have credential and does not qualify for an Emergency Permit)	0	0	0

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

	2002	2003	2004
Misassignments of Teachers of English Learners	---	---	0
Total Teacher Misassignments	---	---	0

Teacher Education Level
Data reported are the percent of teachers by education level.

	School	District
Doctorate	0.0	0.0
Master's Degree plus 30 or more semester hours	6.3	8.8
Master's Degree	31.3	17.5
Bachelor's Degree plus 30 or more semester hours	62.5	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 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 Fox 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 2 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
Counselor
Librarian	.80
Psychologist	.40
Social Worker
Nurse
Speech/Language/Hearing Specialist	.50
Resource Specialist (non-teaching)	1.00
Other

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.

Total Number of Minimum Days

VIII. Postsecondary Preparation (Secondary Schools)

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