School Accountability Report Card
  Reported for School Year 2004-2005  
Published During 2005-2006

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) template 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/ta/ac/sa/definitions05.asp

Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

I. General Information

Contact Information
Information about school and district contacts.
School Information District Information
 School Name  Nesbit Elementary  District Name  Belmont-Redwood Shores Elementary
 Principal  Cherie Ho (Bill McClurg through 12/04)  Superintendent  John McIntosh
 Street  500 Biddulph Way  Street  2960 Hallmark Dr.
 City, State, Zip  Belmont, CA    94002-2711  City, State, Zip  Belmont, CA    94002-2943
 Phone Number  650-637-4860  Phone Number  650-637-4800
 FAX Number  650-637-4867   FAX Number  650-637-4811
 Web Site  www.belmont.k12.ca.us/main/nesbit/  Web Site  www.belmont.k12.ca.us
 E-mail Address  cho@belmont.k12.ca.us  E-mail Address  jmcintosh@belmont.k12.ca.us

 CDS Code

 41-68866-6043475

 SARC Contact

  Jeannie Bosley jbosley@belmont.k12.ca.us

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

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

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


Opportunities for Parental Involvement
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
 Contact Person Name   Sherri Sentman  Contact Person Phone Number   650-637-4860
  • Adopt-a-Class
  • Book Fair
  • Candy Cane Lane
  • Classroom field trips (chaperones)
  • Classroom Helpers
  • Classroom supplies
  • Computer education
  • Discovery Day
  • Emergency Preparedness
  • Escrip
  • Family Math
  • 5th grade graduation party
  • Hot Lunch Program
  • Leadership Team
  • Library Volunteers
  • Monetary gifts
  • Parent education
  • Parent Teacher Association
  • Project Self Esteem
  • Read Across America
  • Red Ribbon Week
  • TV Turnoff Week

    • II. Demographic Information

    Student Enrollment -- 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
     Kindergarten46  Grade 90 
     Grade 140  Grade 100 
     Grade 243  Grade 110 
     Grade 342  Grade 120 
     Grade 452  Ungraded Secondary0 
     Grade 537   
     Grade 60 
     Grade 70 
     Grade 80 
     Ungraded Elementary0  Total Enrollment260 

    Student Enrollment -- Racial and Ethnic Subgroups
    Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
     Racial and Ethnic Subgroup Number
    of
    Students    		 Percent
    of
    Students    		 Racial and Ethnic Subgroup Number
    of
    Students    		 Percent
    of
    Students
     African American22 8.5  Hispanic or Latino58 22.3 
     American Indian or Alaska Native0 0.0  Pacific Islander7 2.7 
     Asian24 9.2  White (Not Hispanic)123 47.3 
     Filipino10 3.8  Multiple or No Response16 6.2 

    III. School Safety and Climate for Learning

    School Safety Plan
    Information about the currency and contents of the school's comprehensive safety plan.
     Date of Last Review/Update    September 1, 2005  Date Last Discussed with Staff   September 14, 2005
    Nesbit School has a Comprehensive School Safety Plan in place, which meets all of the requirements of SB 187. The plan is reviewed annually and updated as needed. The plan includes:
    • Emergency response information
    • School maps
    • Roles of personnel
    • Emergency preparedness guidelines
    • Procedures to follow during specified emergencies
    • A management plan
    • First-aid procedures
    Drills are held on a regular basis for fire and earthquake safety. Nesbit's PTA sponsors a drive each year to ensure that each classroom has portable basic emergency supplies.
     

    School Programs and Practices That Promote a Positive Learning Environment
    Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

    School procedures and rules are described in the school handbook that is distributed to parents each September and in Nesbit’s Expectations of Behavior. Students participate in various activities designed to create motivation and offer recognition such as:

    • Book-It
    • Red Ribbon Week
    • Speech and Spelling contests
    • Field trips
    • Outdoor Education
    • D.A.R.E.
    • Winter and Spring concerts
    • Annual 5th grade musical
    • Presidential Academic Fitness awards

    Third graders participated in STOP (Students Teaching Other Peers) learning about resiliency and asset building from Ralston Middle School students.

    Students use Conflict Resolution strategies to resolve disagreements.

    Suspensions and Expulsions
    Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted 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.
       School  District
     2003  2004  2005  2003  2004  2005
     Number of Suspensions
    1
    7
    1
    61
    34
    23
     Rate of Suspensions
    .32%
    2.55%
    .38%
    2.4%
    1.38%
    .94%
     Number of Expulsions
    0
    0 
    0 
    6
    1
    12
     Rate of Expulsions
    0%
    0%
    0%
    .24%
    .04%
    .49%

    IV. School Facilities

    School Facility Conditions -- General Information
    Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
     

    Age of Buildings: This school has 23 classrooms, a music room, a library, a multipurpose room, and administrative offices (in 2004-2005). The main buildings were constructed in 1953, and modernized in 1994 and 2004. Two portable classrooms were installed on the campus in 1999.

    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 24 classrooms at Nesbit in the 2004-2005 school year, 16 classrooms are used for regular instruction and 2 house County programs Orthopedically Handicapped students. The other classrooms and 3 smaller rooms are used for Science, Instrumental and Choral Music and small group instruction in Reading, the English Language Learners Program, Speech and Language, Special Day and the Resource Specialist Program.

    Every instructional space in our school, including the library, has Internet access and at least one computer with CD ROM. Most classrooms have multiple computers. We have 98 computers for student use, 91 of them with CD ROM. In January, our new Electronic Arts Learning Center was dedicated with 60 wireless laptops and six new workstations.

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


    School Facility Conditions -- Results of Inspection and Evaluation
    Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
     Interim Evaluation Instrument Part
    		 Facility in
    Good Repair    		 Deficiency and Remedial Actions
    Taken or Planned
     Yes No
     Gas Leaks
    X
          		   
     Mechanical Systems
    X
          		   
     Windows/Doors/Gates (interior and exterior)
    X
          		   
     Interior Surfaces (walls, floors, and ceilings)
    X
          		   
     Hazardous Materials (interior and exterior)
    X
          		   
     Structural Damage
    X
          		   
     Fire Safety
    X
          		   
     Electrical (interior and exterior)
    X
          		   
     Pest/Vermin Infestation
    X
          		   
     Drinking Fountains (inside and outside)
    X
          		 
    Fountain outside office repaired – Sept. 2005
     Restrooms
    X
    		 
    Floors in outside bathrooms redone – Summer 2005
     Sewer
    X
          		   
     Playground/School Grounds
    X
          		   
     Other     

    V. Academic Data

    Standardized Testing and Reporting (STAR)
    Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 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 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

    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 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
     2003 2004 2005 2003 2004 2005 2003 2004 2005
     English-Language Arts 31 33 47 58 57 65 35 36 40
     Mathematics 41 37 58 59 60 66 35 34 38
     Science  23 21 0 49 49 27 25 27
     History-Social Science    47 49 48 28 29 32

    CST -- Racial and Ethnic Subgroups
    Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
     Subject African
    American    		 American
    Indian or
    Alaska
    Native    		 Asian Filipino Hispanic
    or Latino    		 Pacific
    Islander    		 White
    (not
    Hispanic)
     English-Language Arts 47 * 37 * 26 * 60
     Mathematics 40 * 89 * 26 * 69
     Science *  * * * * 40
     History-Social Science       

    CST -- Other Subgroups
    Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
    Subject   Male   Female English
    Learners    		 Economically
    Disadvantaged    		 Students With
    Disabilities    		 Migrant
    Education
     English-Language Arts 45 50 0 23 17 
     Mathematics 63 53 28 37 21 
     Science 14 26 * 7 * 
     History-Social Science      

    Norm-Referenced Test (NRT)
    Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported 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. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. 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
     2003 2004 2005 2003 2004 2005 2003 2004 2005
     Reading 35 35 45 65 65 67 43 43 41
     Mathematics 45 52 50 71 73 74 50 51 52

    NRT -- Racial and Ethnic Subgroups
    Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
    Subject African
    American    		 American
    Indian or
    Alaska
    Native    		 Asian Filipino Hispanic
    or Latino    		 Pacific
    Islander    		 White
    (not
    Hispanic)
     Reading *  * * * * 59
     Mathematics *  * * * * 65

    NRT -- Other Subgroups
    Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
    Subject   Male   Female English
    Learners    		 Economically
    Disadvantaged    		 Students With
    Disabilities    		 Migrant
    Education
     Reading 48 41 * * * 
     Mathematics 65 29 * * * 


    Local Assessment
    Data reported are the percent of students meeting or exceeding the district standard.

    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) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE 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 0.0 0.0 0.0 25.0 26.4 23.6 24.5 26.7 22.3
     7    56.6 68.2 48.4 28.8 30.9 26.8
     9       26.7 25.8 27.5

    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 API Base 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.

    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 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

    Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

    API -- Schoolwide
    Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
     API Base Data API Growth Data
      2002 2003 2004 From
    2002
    to 2003    		From
    2003
    to 2004    		From
    2004
    to 2005
     Percent Tested 100 99 100 Percent Tested 99 100 100
     API Base Score 717 706 696 API Growth Score 716 694 749
     Growth Target 4 5 5 Actual Growth -1 -12 53
     Statewide Rank 6 5 4 
     Similar Schools Rank N/A 1 1

    API -- Racial and Ethnic Subgroups
    Data reported are API Base and Growth scores and growth targets.
     API Base Data API Growth Data
      2002 2003 2004 From
    2002
    to 2003    		From
    2003
    to 2004    		From
    2004
    to 2005
     African American African American
     API Base Score  602  API Growth Score   
     Growth Target  4  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 619 625  API Growth Score 633 585 
     Growth Target 3 4  Actual Growth 14 -40 
     Pacific Islander Pacific Islander
     API Base Score    API Growth Score   
     Growth Target    Actual Growth   
     White (Not Hispanic) White (Not Hispanic)
     API Base Score 740 744 745 API Growth Score 748 745 818
     Growth Target 3 4 4 Actual Growth 8 1 73

    API -- Socioeconomically Disadvantaged Subgroup
    Data reported are API Base and Growth scores and growth targets.
     API Base Data API Growth Data
      2002 2003 2004 From
    2002
    to 2003    		From
    2003
    to 2004    		From
    2004
    to 2005
     API Base Score  611  API Growth Score 632 574 
     Growth Target  4  Actual Growth  -37 

    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.

    Adequate Yearly Progress (AYP)
    The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
    Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

    AYP All Criteria -- Schoolwide
    Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
     Schoolwide School District
     2003 2004 2005 2003 2004 2005
     All Students Yes Yes Yes Yes Yes Yes

    AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups
    Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.
     Schoolwide and Subgroups School District
     2003 2004 2005 2003 2004 2005
     All Students Yes Yes Yes Yes Yes Yes
     African American N/A N/A N/A N/A N/A N/A
     American Indian or Alaska Native N/A N/A N/A N/A N/A N/A
     Asian N/A N/A N/A Yes Yes Yes
     Filipino N/A N/A N/A N/A N/A N/A
     Hispanic or Latino N/A N/A N/A Yes Yes Yes
     Pacific Islander N/A N/A N/A N/A N/A N/A
     White (not Hispanic) Yes Yes Yes Yes Yes Yes
     Socioeconomically Disadvantaged N/A N/A N/A Yes N/A N/A
     English Learners N/A N/A N/A N/A N/A N/A
     Students with Disabilities N/A N/A N/A Yes Yes Yes

    Federal Intervention Program
    Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts 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 and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
          School        District   
     First Year of Program Improvement Implementation     
     Year in Program Improvement (Implementation Level)     
     Year Exited Program Improvement     
     Number of Schools Currently in Program Improvement   ---  0
     Percent of Schools Currently in Program Improvement   ---  0.0


    VI. School Completion (Secondary Schools)

           Nesbit is an Elementary school. No data are available for this section

    VII. 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 2003 2004 2005
     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 19.0 3   19.0 2   15.3 3  
     1 16.3 3   16.5 2   19.5 2  
     2 19.7 3   19.5 2   20.0 2  
     3 20.0 2   19.5 2   19.5 2  
     4 28.0  2  26.0  1  28.0  1 
     5 23.0  2  25.5  2  27.0  2 
     6            
     K-3     20.0 1      
     3-4     20.0 1      
     4-8         26.0  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.

           No data are available for this section

    Class Size Reduction Participation
    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
     2003  2004  2005
     K  100%  100%  100%
     1  100%  100%  100%
     2  100%  100%  100%
     3  100%  100%  100%

    VIII. Teacher and Staff Information

    Core Academic Courses Taught by NCLB Compliant Teachers
    For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects 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. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
      Percent of Classes 
     In Core Academic Subjects 
     Taught by NCLB Compliant Teachers 
     This School  92.9
     All Schools in District  88.8
     High-Poverty Schools in District  0.0
     Low-Poverty Schools in District  88.8

    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 counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
        2003     2004     2005  
     Total Teachers
         		 19 16 16
     Teachers with Full Credential
         		 19 16 16
     Teachers Teaching Outside Subject Area
     (full credential 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 1 1
     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, including positions that involve teaching English learners, 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. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
        2004     2005     2006  
     Misassignments of Teachers of English Learners
         		 0 0 0
     Total Teacher Misassignments
         		 0 0 0

    Teacher Education Level
    Data reported are the percent of teachers by education level, as reported by CBEDS.
        School     District  
     Doctorate 0.0 0.0
     Master's Degree plus 30 or more semester hours 0.0 5.9
     Master's Degree 25.0 20.0
     Bachelor's Degree plus 30 or more semester hours 75.0 72.6
     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. For the 2005-06 school year, the most currently available data are reported.
        2004     2005     2006  
     Vacant Teacher Positions
         		 0 0 0

    Teacher Evaluations
    Information about the procedures and criteria for 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
    Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
    All substitutes used by Nesbit School have passed a qualifying examination administered by the State of California. When a teacher is absent from class, a qualified substitute teacher teaches the class. If a substitute is not available, the class is taught by a credentialed district administrator or a teacher without a regular class assignment. Last year, teachers averaged about 1 day of absence per month. This included illness, in-service training, and other leaves. 

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

     Title    FTE  
     Counselor  
     Library-Media Specialist  .2
     Psychologist  .2
     Social Worker  
     Nurse on call
     Speech/Language/Hearing Specialist  .5
     Resource Specialist (non-teaching)  
     Other  
     Special Day Class Teacher  1.0
     Resource/Inclusion Specialist (teaching)  1.0
     Band/Strings/Vocal Music Teacher  .2
     Gifted and Talented Education Teacher (GATE)  
     Reading Teacher  
     Science Teacher (4th and 5th grades)  .2
     Title I Teacher  1.0

    IX. Curriculum and Instruction

    School Instruction and Leadership
    Information about the structure of the school's instructional program and the experience of the school leadership team.
    Course of Study
    • English/Language Arts
    • Mathematics
    • Science
    • History/Social Science
    • Visual and Performing Arts
    • Physical Education
    • Health
    Instruction and Support for Special Needs

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

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

    School Site Leadership

    Nesbit teachers have been recognized by the San Mateo County Kent awards for special achievement. Paul Ternullo, June Irhazy, Sally Burgess, and John DaBaldo have been recognized for their integrated activities in the arts. Gina O’Neal was cited for her exceptional work with inclusion students. Marilyn Schwarz, a community volunteer, was honored for her 3rd grade music program in 2002. Teachers also serve on district wide curriculum committees, as mentor teachers responsible for staff training, and as master teachers for college students.

    Instructional Staff Qualifications

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

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

    Student/Teacher Ratio

    Classrooms have a maximum class size of 20 students in Kindergarten through 3rd grade. During 2004-2005, K - 3rd grades were staffed at a ratio of 19.1 to 1. With rare exceptions, classes do not exceed 28 students in grades 4 and 5.

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

    Professional Development
    Information about the program for training the school's teachers and other professional staff.

    Staff development activities are determined through a process which begins with the staff identifying needs that are related to the goals identified in the Single Plan for Student Achievement. District-wide needs identified through the Strategic Plan 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 each year. Nesbit 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. Students are dismissed early on Wednesdays to provide teachers with opportunities for collaborative planning, grade level articulation, and other training.

    During staff development times, teachers received training in:

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



    Quality and Currency of Textbooks and Instructional Materials
    Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school 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. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
     Core Curriculum Areas  Quality and Currency of
    Textbooks and Instructional Materials
     Reading/Language Arts
    Houghton Mifflin:  Reading   2002 – 2003
     Mathematics
    McGraw Hill: Everyday Mathematics   2002 – 2003
     Science
    Harcourt Brace, FOSS, Houghton Mifflin     2001 – 2002
     History-Social Science
    K-2 Harcourt Brace: Social Studies C2000   1999-2000
    3-5 McGraw Hill: Adventures in Time and Place   1999-2000

    Note: New standards based textbooks will be adopted in 2006 – 2007

    Availability of Sufficient Textbooks and Instructional Materials
    Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) 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, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
     Core Curriculum Areas  Availability of
    Textbooks and Instructional Materials
     Reading/Language Arts
    One textbook per child
     Mathematics
    One textbook per child
     Science
    Instructional kits and shared class sets
     History-Social Science
    One textbook per child
     Foreign Language
    N/A
     Health
    N/A

    Instructional Minutes
    Data reported compare 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  42,355  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


    Minimum Days in School Year
    Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
    The school scheduled 10 minimum days during the school year to conduct parent conferences at the end of the Fall and Spring trimesters. In addition, each Wednesday during the school year is a minimum day for students. Wednesday afternoons are used for staff development, curriculum planning, and grade level meetings. The last day of school in June is also a minimum day. Total minimum days: 47 (10 + 36 + 1).

    X. Postsecondary Preparation (Secondary Schools)

    Nesbit is an Elementary school. No data are available for this section.

    XI. Fiscal and Expenditure Data

    Teacher and Administrative Salaries (Fiscal Year 2003-04)
    Data reported are the district salaries 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. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
     Category  District
    Amount    		  State Average
    For Districts
    In Same Category
     Beginning Teacher Salary  $33,508  $36,605
     Mid-Range Teacher Salary  $62,031  $56,479
     Highest Teacher Salary  $80,120  $69,452
     Average Principal Salary (Elementary)  $98,579  $86,793
     Average Principal Salary (Middle)  $104,620  $89,269
     Average Principal Salary (High)    
     Superintendent Salary  $127,200  $122,177
     Percent of Budget for Teacher Salaries  41.0  42.3
     Percent of Budget for Administrative Salaries  7.4  5.9

    District Expenditures (Fiscal Year 2003-04)
    Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
     District  District  State Average
    For Districts
    In Same Category    		  State Average
    All Districts
     Total Dollars
    Expended    		  Dollars Expended
    Per Student (ADA)    		  Dollars Expended
    Per Student (ADA)    		  Dollars Expended
    Per Student (ADA)
     $17,740,635  $7,335  $6,643  $6,919

    Types of Services Funded
    Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.
    • Regular Education
    • Class Size Reduction
    • Guidance
    • Music
    • Summer School
    • Community Day School
    • Governor's Performance Awards
    • API donations
    • Outdoor Education
    • School Force
    • After School Sports
    • Homework Centers
    • Local Grants
       

    Special Education

    • Psychologists
    • County Sp Ed
    • Speech
    • SP Ed IDEA
    • RSP, SDC & NPS
    • Home to School 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 V
    • Dist Block Grant
    • ELLP
    • National Board Certified Teachers

     

    • Classroom Library
    • Public School Library
    • Lottery Prop 20
    • Tolerance Ed
    • School Safety
    • Tobacco Use Preventions Education
    • Arts Ed Partnership
    • EIA
    • Ed. Tech
    • GATE
    • Instructional Materials
    • IMFRP
    • Standards Based
    • Instructional Mat/Staff Buyout
    • Miller Unruh
    • Oracle Grant
    • ACSD Grant
    • SIP