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  Ralston Intermediate (Ralston Middle School)  District Name  Belmont-Redwood Shores Elementary
 Principal Deborah E. Ferguson (Maggie O'Reilly as of 9/04)  Superintendent  John McIntosh
 Street  2675 Ralston Ave.  Street  2960 Hallmark Dr.
 City, State, Zip  Belmont, CA    94002-1216  City, State, Zip  Belmont, CA    94002-2943
 Phone Number  650-637-4880  Phone Number  650-637-4800
 FAX Number  650-637-4888  FAX Number  650-637-4811
 Web Site  www.belmont.k12.ca.us/main/ralston/  Web Site  www.belmont.k12.ca.us
 E-mail Address  Maggie O'Reilly <moreilly@belmont.k12.ca.us>  E-mail Address  jmcintosh@belmont.k12.ca.us
 CDS Code  41-68866-6043483  SARC Contact  Jeannie Bosley <jbosley@belmont.k12.ca.us>

School Description and Mission Statement

The School Community

Ralston Middle School, located in the City of Belmont on the peninsula south of San Francisco, is the only middle school in the Belmont-Redwood Shores School District. Students in 8th grade are promoted to the Sequoia Union High School District. Most of the students from Ralston attend Carlmont High School, although some go on to private high schools or other high schools in the Sequoia High School district.

The Ralston 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 Ralston’s Distinguished School recognition in 1994 is reflected from all members of the school community.
 
Mission and Goals

Ralston Middle School strives to provide a nurturing environment where all students, parents and staff pursue academic excellence and participate fully in the life of the school.

The Ralston School Mission Statement, developed by staff, parents and student representatives to our School Site Council, serves as a framework for our school’s goals and priorities. This spirit of partnership pervades all that we do at Ralston.

Ralston’s basic mission is to provide a strong instructional program that focuses on the diverse needs of middle school students. We believe that academic excellence is our most important attribute and our highest priority. We also believe that a program of excellence provides students with enrichment experiences that extend the basic curriculum.

Ralston School is characterized by:

  • A safe, orderly, attractive campus
  • A rigorous academic core curriculum
  • A rich elective program
  • A strong student support system
  • A wide range of extracurricular activities
  • A firm commitment to technology in the classroom
  • A dedicated and competent professional staff
  • A supportive and involved parent community
  • An energetic, enthusiastic, and highly capable student body
  • A deep commitment to community service

Opportunities for Parental Involvement
 Contact Person Name   Nina Stahl  Contact Person Phone Number   650-596-2837
  • Classroom field trips
  • After School Clubs
  • Technology assistance
  • Music Boosters
  • Red Ribbon Week
  • 8th grade graduation party
  • Hot Lunch Program
  • Assemblies
  • School Dances
     
  • Career Day
  • Parent Education
  • Magazine Drive
  • Monetary gifts
  • Multicultural Fair
  • Wish List
  • Program Development
  • Spring Fling

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 0   Grade 9 0 
 Grade 1 0   Grade 10 0 
 Grade 2 0   Grade 11 0 
 Grade 3 0   Grade 12 0 
 Grade 4 0   Ungraded Secondary 0 
 Grade 5 0     
 Grade 6 272 
 Grade 7 291 
 Grade 8 259 
 Ungraded Elementary 0   Total Enrollment 822 

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 23  2.8   Hispanic or Latino 86  10.5 
 American Indian or Alaska Native 5  0.6   Pacific Islander 14  1.7 
 Asian 130  15.8   White (Not Hispanic) 501  60.9 
 Filipino 18  2.2   Multiple or No Response 45  5.5 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update   August 2003  Date Last Discussed with Staff   September 2003

In order to provide students with a safe school that maintains a positive climate for learning, Ralston Middle School staff has a multifaceted approach to safety.

The Board of Trustees Board Policy requires the school to maintain an updated Disaster Preparedness plan, which covers emergencies such as earthquakes, fire, bomb threats, or other disturbances. The plan includes emergency phone numbers, roles for staff members, and procedures to ensure student safety. An outbuilding, which contains emergency supplies, has been equipped and maintained by the PTA. Ralston staff members participate in the Belmont Safe Schools program, attending meetings and taking part in simulations to develop and keep our safety plans current. A School Resource Officer from the Belmont Police Department works with the school's administration to maintain a safe and secure campus. Emergency Response lists and Emergency phone trees are updated yearly.

Students are advised of the Sexual Harassment policy and the policy regarding bullying, in order to prevent incidents and keep the school emotionally safe for all. Staff members regularly address issues of concern about bullying. A Peer Mediation program allows students to find alternatives to violence, and a "Teens for Tolerance" program helps all students understand and value a variety of cultures.

As part of a multicultural community, Ralston Middle School strives to prepare our students for success in the community.

School Programs and Practices that Promote a Positive Learning Environment
Ralston School is divided into teams with two teams at each grade level. Students are heterogeneously assigned to the teams. The team structure is designed to assure that students and teachers develop good academic relationships. Since every team has a team planning time, it is convenient for parents and teachers to meet to discuss student needs.

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
34 
51
23
58
61
34
 Rate of Suspensions
  4.37%
6.05%
2.8%
2.32%
2.4%
1.38%
 Number of Expulsions
 0
6
1
0 
6
1
 Rate of Expulsions
0%
.71%
.04%
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 46 classrooms, a music room, a library, a multipurpose room, a gymnasium, girls’ and boys’ locker rooms, and administrative offices (in 2004-2005). The main buildings were constructed in 1954, and modernized in 2003. Four portable classrooms were installed on the campus in 2000.

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 40 classrooms at Ralston during the 2003-2004 school year, 34 classrooms are used for regular instruction. Specialized classrooms are available for science, computer lab, industrial technology, culinary arts, and music. In addition, there are two new Science buildings that house 4 labs for 7th and 8th grades, and a new gymnasium.

Many classrooms have computer banks for up to 10 students. Every classroom has at least two computers connected to the Internet. The library is equipped with 13 computers with Internet access for student use and 5 for teacher use. Three classrooms are equipped as multimedia classrooms. In the spring of 1998, Ralston Middle School was awarded a Sun Microsystems Java grant for $100,000 of equipment and technology training. The Sun lab with 25 student stations is in constant use in the library.

In September 1998 every teacher in the District received a computer for both instruction and classroom management. 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  59  59  58  57  58  57  32  35  36
 Mathematics  45  53  57  53  59  60  31  35  34
 Science    0      0  49  30  27  25
 History-Social Science    47  49    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  43    81  50  41  15  56
 Mathematics  20    83  56  32  15  56
 Science              
 History-Social Science      72    30    47

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  51  65  0  12  59  7  62  
 Mathematics  57  57  23  14  58  11  61  
 Science                
 History-Social Science  50  49      50  6  53  

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  ---  70  72  ---  65  65  ---  43  43
 Mathematics  ---  72  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  67    83  61  55  54  73
 Mathematics  48    92  50  55  46  72

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  68  76  15  40  73  29  76  
 Mathematics  72  72  38  28  73  31  75  


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        41.3  39.4  43.0  24.8  26.7  22.9
 7  50.2  53.2  47.1  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  99  100  99  Percent Tested  100  99  99
 API Base Score  814  791  809  API Growth Score  806  806  818
 Growth Target  A  1  A  Actual Growth  -8  15  9
 Statewide Rank  9  9  9  
 Similar Schools Rank  3  4  8

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  897  885  907  API Growth Score  894  895  921
 Growth Target  A  A  A  Actual Growth  -3  10  14
 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  817  789  818  API Growth Score  806  812  816
 Growth Target  A  1  A  Actual Growth  -11  23  -2

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      873  API Growth Score    870  
 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  ---  No  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  ---  Yes  Yes  ---  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  ---  No  n/a  ---  Yes  Yes


IV. School Completion (Secondary Schools)


      No data are available for this section (Ralston is a middle 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 category (i.e., number of students), by grade level, as reported by CBEDS.

       No data are available for this section

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  22.7  17  29  1  24.9  9  33    23.8  15  32  1
 Mathematics  26.1  7  18  2  25.9  7  20    24.7  8  23  
 Science  25.8  6  25    27.1  2  24    26.1  2  30  
 Social Science  26.0  5  24  1  26.9  5  24    25.6  4  27  

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.

This section does not apply because Ralston is a middle school (grades 6-8).

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
 		  46  48  46
 Teachers with Full Credential
 		  42  44  44
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		  6  6  4
 Teachers in Alternative Routes to Certification
 (district and university internship)		  1  0  0
 Pre-Internship
 		  1  2  1
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)		  0  1  1
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		  2  1  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  13.0  8.8
 Master's Degree  13.0  17.5
 Bachelor's Degree plus 30 or more semester hours  71.7  72.3
 Bachelor's Degree  2.2  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 Ralston 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 1.4 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 1.0
 Librarian (Media Clerk)  
 Psychologist 1.0
 Social Worker  
 Nurse  
 Speech/Language/Hearing Specialist  .40
 Resource Specialist (non-teaching)  
 Other  0.8


Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.

 Number of Academic
Counselors (FTE)		  Ratio of Students Per
Academic Counselor
 1.0  822.0

VII. Curriculum and Instruction

School Instruction and Leadership

Course of Study

  • English/Language Arts
  • Mathematics
  • Science
  • History/Social Science
  • Visual and Performing Arts
  • Physical Education
  • Health
  • Enrichment/Elective classes, such as
    • Animation
    • Band, Orchestra, Chorus, Guitar, Drama
    • Coastal Studies
    • Cooking/Culinary Arts
    • Industrial Technology (1 & 2), Space Design and Construction
    • Computer Literacy, Web Page Design
    • Photography
    • French (1 & 2)
    • Spanish (1 & 2)
    • Journalism, Creative Writing


Instruction and Support for Special Needs

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
  • English Language Learners Program
  • Family Counselor services
  • State SIP (School Improvement Program) funds
  • Special Education programs
  • School Psychologist services

School Site Leadership

Ralston’s principal and assistant principal regularly confer with teachers and other staff about operational and instructional issues. They use an open and participatory management style. Staff members are involved in planning, reviewing and modifying instructional programs for the coming year. Teachers work and plan in integrated teams to implement the District and State standards, discussing use of best practices and appropriate materials. The principal has received training from the California School Leadership Academy and from the Principal’s Institute of the Association of California School Administrators in leadership strategies for implementing sound instructional practices.

Instructional Staff Qualifications


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

All substitutes used by Ralston 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 1.4 days of absence per month. This included illness, in-service training, and other leaves.

Student/Teacher Ratio

At Ralston, the average class size is 28. 6th through 8th grades are staffed at a ratio of 26.5 to 1. With rare exceptions, classes do not exceed 28. Music classes range from 30 to 45; Physical Education classes range from 30 to 45 students. Resource Specialist classes are limited to 12. Elective class sizes are appropriate to the content. Through SIP funds, a technology aide is provided for the computer lab.

 
 


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. Ralston School’s teachers participate in two days of staff development before the students return to school. An additional staff development day was conducted during the school year. Parent teacher conferences were held on five minimum days in the fall. During these staff development days, teachers received training in:

  1. Mathematics
  2. Grade Level Teaming
  3. Implementing standards in each Content Area
  4. Curriculum and Instructional Practices
  5. Integrating Technology
  6. Team evaluation/planning

Individual staff members also participated in additional workshops and training in these areas. Teachers could participate in 3 two-hour sessions of technical training after school.
 


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.

  • McDougal Littell Mathematics: Concepts and Skills Courses 1 and 2 (grades 6 & 7)
  • McDougal Littell Mathematics: Algebra (grades 7 & 8)
  • McDougal Littell: Geometry for Enjoyment and Challenge (grade 8)
  • McDougal Littell: Language of Literature for English/Language Arts (grades 6-8)
  • Houghton Mifflin for History/Social Science
  • Prentice Hall Science Text Series
  • FOSS kits (grades 6-8)

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 and fundraising activities give money directly to teachers to use for classroom enrichment.

Ralston Middle School has one television set and VCR for every classroom. There are four scanners, six video cameras, and four electronic projection systems for the school. An additional electronic projection system is available from the District Office. There is a wide variety of software, encyclopedia and reference CD ROMs at the school site, including Adobe PageMaker®, Adobe PhotoDeluxe®, HyperStudio®, Student Writing Center®, Adobe Premiere®, Microsoft Works®, and Microsoft Office®.

The school library contains over 6,760 books.

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
 6  62,880  54,000
 7  62,880  54,000
 8  62,880  54,000

Total Number of Minimum Days
 
Ralston had 6 minimum days during 2003-2004. These were use for parent conferences and the last day of school.
 

VIII. Postsecondary Preparation (Secondary Schools)

      No data are available for this section (Ralston is a middle 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