Central maintains high expectations for all in a warm, safe and nurturing environment. Parents and teachers partner in raising each child together. The comment, "We are like one big family!" is often repeated by students, parents, and staff. While it is not uncommon for parents and teachers to be united in their desire for students to meet and exceed standards, what is uncommon is the way in which Central goes about fulfilling its charter. Many observers comment on the atmosphere of enthusiasm and welcome that is endemic to the school, as well as the high level of trust, cooperation and approval that exists among staff, parents, and students.

We are proud of our 2005 Academic Performance Index (API) of 901, an increase of 35 points from the previous year, and being named and a 2005-06 California Distinguished School. We recognize that success at Central is not an accident. The consistent growth of our students' achievement is due to a combination of exemplary teachers providing balanced, rich, standardized instruction, huge parent involvement, and a safe and nurturing environment where all students are valued and fully included.

School Information

District Information

 School Name

 Central Elementary

 District Name

 Belmont-Redwood Shores Elementary

 Principal

 Cori McKenzie

 Superintendent

 John McIntosh (05-06); Dr. Emerita Orta-Camilleri (06-07)

 Street

 525 Middle Road

 Street

 2960 Hallmark Dr.

 City, State, Zip

 Belmont, CA    94002-2130

 City, State, Zip

 Belmont, CA    94002-2943

 Phone Number

 650-637-4820

 Phone Number

 650-637-4800

 FAX Number

 650-637-4827

 FAX Number

 650-637-4811

 Web Site

 www.belmont.k12.ca.us/main/central/

 Web Site

 www.belmont.k12.ca.us

 Email Address

 czie@belmont.k12.ca.us

 Email Address

EOrta-Camilleri@belmont.k12.ca.us

 CDS Code

 41-68866-6043434

 SARC Contact

 Jeannie Bosley jbosley@belmont.k12.ca.us

The mission of Central School is to provide our students with a high quality educational environment in which students, staff, and parents emphasize excellence:
"To educate the whole child, to value each individual within a safe and nurturing environment, and to support every student in achieving or surpassing the California State Standards."

This mission was acknowledged as successful by the State of California when, in 1995, Central School was first acknowledged as a "California Distinguished School". Staff, parents, and students are a community of learners who share this vision. Our vision is the unifying factor in setting each year's educational priorities. The principal facilitates the staff and SSC (School Site Council) to collaboratively plan the curriculum to reflect the school's goals. Throughout the school year student performance is measured against the vision, which is consistent with core curriculum standards. Student learning outcomes are the primary factors used to measure progress. These goals are carried out by Central’s staff, who are committed to substantive progress and continuous improvement.

 Date of Last Review/Update

  9/06

 Date Last Discussed with Staff

8/06

Emergency Procedures

These emergency safety procedures are available on the web site. It is recommended that you give a copy of these procedures to those you have designated as emergency contacts on your child's emergency card.

Disaster Preparedness
Central School utilizes a Disaster Plan to provide a safe environment for your children. Our "yellow cards" provide us with the necessary information. We will not release your child to anyone whose name is not on the card. KEEP THE INFORMATION CURRENT.

In case of a disaster, all children will either "duck and cover" and then evacuate the building, or evacuate immediately, depending on the crisis. Each teacher will stay with his/her class until all parents or designees pick up the children. If safe, we will return to the building to wait inside, otherwise we will remain outside.

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

No student will be allowed to leave with another person, even a relative or baby-sitter, unless that particular person is listed on the student's emergency form in our files. If your child's emergency card is not up to date, please give us the correct information.
We do ask for your help in the following areas:

1. Please DO NOT CALL THE SCHOOL. We must have the lines open for emergency calls.
2. As soon a possible, come to school to pickup your child and any other children for whom you are the emergency card designee.
3. Park on the streets. Leave the driveway and parking areas clear for emergency vehicles.
4. If, at the direction of public officials (fire, police, etc.), the children have been relocated to another site for safety, announcement will be made on Bay radio stations and TV stations. A Public Information line will also be maintained at the District Office, 637-4800, and the PTA will initiate a telephone tree.
5. Be sure you have told your student to follow the directions of school personnel.
6. If there were a need to evacuate, students would be on the field behind the school.

For your information, we have a complete Emergency Response Plan available in our office. You are welcome to come in and review it at anytime.

Central School 's parent / staff Emergency Committee continually work toward improving student safety. In the past few years a "Kid's Preparedness Kit" concept was developed as a way for parents to participate in preparing our students in the event of a natural disaster or emergency during school hours. All students bring a completed Emergency Release card, along with specific snacks, which are stored by class in the emergency shed. The goal is to provide comfort and sustenance for students in time of an emergency. At the end of each year, the school enjoys the snacks at a Disaster-Free picnic. The committee has also inventoried all items needed in case of an emergency and purchased those items lacking. An Emergency Preparedness flip chart for each classroom was developed for teachers to refer to in case of an emergency. Each classroom also has a First Aid kit, which is used by the teacher in case of an emergency. The committee has recently reviewed and edited Central's Disaster Preparedness Plan. The Emergency committee is an integral part of Central's ongoing efforts towards excellence in student safety and preparedness.

• Regular Education
• After School Sports
• API donations
• Class Size Reduction
• Community Day School
• Governor's Performance Awards
• Guidance
• Homework Centers
• Music
• Outdoor Education
• Summer School
• School Force
• Local Grants

Special Education

• Home to School Transportation
• County Sp Ed
• Psychologists
• Speech
• SP Ed IDEA
• RSP, SDC & NPS

• Teachers
• Classified Staff
• Benefits
• Books & Supplies
• Dist Block Grant
• Drug Free/Title IV
• ELLP
• Equipment
• Food Services
• Health Services
• Teacher Quality
• Title I
• Title II
• Title III
• Title III not LEA
• Title V
• Title VI
• School Safety Violence Prevention
• Services
• National Board Certified Teachers
• BTSA
• Staff Development

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

We’ve designed Central’s core curriculum to be inclusive, sequential and aligned with District/State standards – all while challenging our students to think critically.  We provide standards-based curriculum and materials to all students in all subject areas.  We are pleased to watch our curriculum be validated by ongoing students’ progress as evidenced in the improvement each year in STAR testing scores.

Central’s teachers and support staff work together to provide a rigorous and engaging program aligned to California State Standards, particularly in the school’s two areas of curricular focus: math and ELA.  We adopted our new math program in 2002, after intensive research by the district-wide curriculum committee, consisting of teachers, parents and administrators.  We selected Everyday Mathematics, a research-based, spiraling balanced program because of its rigor and focus on critical thinking skills. 

In 2003 the District used the same process to adopt a new ELA program, Houghton Mifflin: Reading.  This program aligns with state standards and integrates history/social science and science for each grade level.

This year, our staff targeted writing as a school focus, thanks to STAR data and local assessments.  We searched for a model school with an exemplary writing program and found one in Danville, CA.  Based on their great success record with the new ELA adoption, we sent a team of our principal, staff and SSC to visit the school.  We witnessed firsthand that improving student writing has the greatest impact on all areas of ELA.  Soon after this visit, Central and our district decided to use 6 Traits Writing as a springboard to better writing.

In science, Central has implemented the district-adopted Full Option Science Systems (FOSS) method.  Our teachers use the hands-on, inquiry based method of teaching science encouraging students to learn through experimentation.  Houghton Mifflin Discovery Works textbooks supplement our science curriculum.

Central’s PE program is designed to make fitness fun in noncompetitive ways.  In 2003, teachers focused on improving PE by adopting Sparks (Sports, Play and Active Recreation for Kids) for all grades.  Sparks was added to Central’s award-winning Boot Camp, a twice weekly morning exercise program for grades 3-5 that prepares students for the 5th grade Presidential Physical Fitness test.  PE combines with our community outreach through two programs with NDNU (Notre Dame de Namur University).  Central’s 4th and 5th graders partner with NDNU Men’s Varsity Lacrosse Team for six weeks, learning the elements of lacrosse, as well as good sportsmanship with their terrific college role models.  We began a parallel program in January  with NDNU Women’s Varsity Volleyball Team!  At Central, our fifth graders attend Outdoor Ed, a rigorous yet re-energizing mind-body week long camp experience of hiking and communing with nature.

Outside of the normal classroom, all students participate in field trips, which extend core curriculum to real world experiences.  Central also has after school classes in chess, Spanish and science to further bolster regular academic programs.

Thanks to our school community belief in the arts, our PTA-sponsored Art in Action (AiA) has allowed students to blossom through art activities that support our vision of “educating the whole child.”  AiA is a standards-based art program promoting and giving multi-cultural expressions of art taught by trained parent/docents to grades 2-5. 

Music for Minors (MFM) provides standards-aligned music enrichment in grades K-3.  Third graders learn to play recorders and perform at a spring concert.  Grades 4 and 5 also participate in band and chorus and perform at site assemblies.

Instruction and Support for Special Needs

"Pull-out" programs for students with specialized needs have been scheduled in order to provide an in-depth program for all students. Support for special needs of students begins with Student Study Teams who, meeting regularly, develop strategies to help students become more successful in school.

The Student Study Team (SST) is a group of concerned experts working collaboratively with parents to support students who are showing initial signs of difficulties at school.  Through SST, the student’s strengths and needs are identified by reviewing assessment data, work samples, attendance data, developmental and health history, and current intervention approaches.  The entire team develops new interventions that may be as simple as a classroom accommodation, or as intensive as a referral to special education, but most importantly, are particular to that student’s needs.  For example, SST might recommend that a student with social or emotional difficulties participate in a facilitated playgroup at lunchtime.  All team members receive printed summaries of each meeting to serve as an action plan to ensure accountability.  We schedule follow-up meetings to monitor student progress.

Students identified as non-proficient, because they struggle with concepts and/or content, or perform one+ grade levels below standard on class work and testing, receive classroom modification strategies and/or other support services to help them succeed, including:

• Friends of Central program: (grades 3-5) curriculum-specific one to one tutoring.
• Reading Specialist: (grades 1-3) small groups focused on building ELA skills.
• Some classroom teachers offer before and after school individual student assistance.
• Homework Club (grades 2-5): homework assistance and one to one and small group instruction in ELA and math. Held twice weekly and led by a Teacher/Director.
• Teachers confer with on-site after school day care to offer strategies to help students.
• The district’s four-week summer school remedial program focuses on students at risk.

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. Central 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.

Central’s staff passionately believes the best professional development occurs when teachers have an opportunity to reflect and set goals for their teaching.  Our district uses a teacher evaluation program designed by teachers, which incorporates the California Standards for the Teaching Profession (CSTP).  Teachers use the CSTP to both self-assess their areas of strength and of growth and to collaborate with their colleagues in setting goals. The principal uses CSTP during observations and in the summative evaluation.