School Accountability Report Card Reported for School Year 2006-07 Published During 2007-08

2006-07 Executive Summary School Accountability Report Card

Cipriani Elementary School

Address:  2525 Buena Vista , Belmont   CA  94002-1454  Phone:  (650) 637-4840 
Principal:  Lisa  Zachry  Grade Span:  K  - 5  
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. 

About This School

 
Three particular aspects distinguish Cipriani School as a highly personalized community poised for learning: 1) a strong teacher community that regularly meets to assess student progress and to jointly plan the curriculum; 2) active parent participation and support; and 3) strong links to the local community. All combine to make Cipriani a safe, friendly place to learn and excel academically and socially. Children and adults know each other by name and work together to build a stimulating, challenging program that at once reaches out to the larger world while maintaining the support and collaboration unique to a small school.

Student Enrollment 

Group  Enrollment 
Number of students  238 
African American  0.84  %
American Indian or Alaska Native    %
Asian  13.87  %
Filipino  1.68  %
Hispanic or Latino  9.66  %
Pacific Islander  0.84  %
White (not Hispanic)  68.91  %
Multiple or No Response  4.2  %
Socioeconomically Disadvantaged  6  %
English Learners  4  %
Students with Disabilities  15  %

Teachers 

Indicator  Teachers 
Teachers with full credential  11 
Teachers without full credential  1 
Teachers Teaching Outside Subject Area of Competence  0
Misassignments of Teachers of English Learners  0
Total Teacher Misassignments   0

School Facilities 

Summary of Most Recent Site Inspection 
Regular fire and health inspections are conducted yearly. Cipriani passed its most recent health inspection in January 2007. A fire inspection was held in spring 2007 and recommendations were attended to.
Repairs Needed 
No repairs were needed.
Corrective Actions Taken or Planned 
N/A

Curriculum and Instructional Materials 

Core Curriculum Areas  Pupils Who Lack Textbooks and Instructiona Materials 
Reading/Language Arts  0%
Mathematics  0%
Science  0%
History-Social Science  0%
Foreign Language  0%
Health  0%
Science Laboratory Equipment  N/A

School Finances 

Level  Expenditures Per Pupil (Unrestricted Sources Only) 
School Site  $9,250.56
District  $8,709.62
State   $4,943

Student Performance 

Subject  Students Proficient and Above on California Standards Tests 
English-Language Arts  73%
Mathematics  76%
Science  74%
History-Social Science  N/A

Academic Progress 

Indicator  Result 
2007 API Growth Score (from 2007 API Growth Report)  875  
Statewide Rank (from 2007 API Base Report)  9  
2007-08 Program Improvement Status (PI Year)    N/A

2006-07 School Accountability Report Card Reported (SARC)

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://www.cde.ca.gov/ta/ac/sa/ap1/http://data1.cde.ca.gov/dataquest, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School 

Contact Information 

This section provides the schools contact information. 
School  District 
School Name  Cipriani Elementary   District Name  Belmont-Redwood Shores School District
Street  2525 Buena Vista   Phone Number  (650) 637-4800 
City, State, Zip  Belmont  , CA  94002-1454  Web Site  www.belmont.k12.ca.us 
Phone Number  (650) 637-4840  Superintendent  Emerita  Orta-Camilleri 
Principal  Lisa  Zachry  E-mail Address  EOrta-Camilleri@belmont.k12.ca.us
E-mail Address  lzachry@belmont.k12.ca.us CDS Code 41-68866-6043442 

School Description and Mission Statement 

This section provides information about the school’s goals and programs. 

School Description
Cipriani School, located in the City of Belmont on the peninsula south of San Francisco, is one of five elementary schools in the Belmont-Redwood Shores School District. Students are promoted to the 6th grade at Ralston Middle School, the middle school that serves our District. The Cipriani School community consists of families for whom education is a priority. The school is the hub of the community for many of these parents. Families enthusiastically support the Parent Teacher Association, School Site Council and countless volunteer activities and projects.

Mission Statement

Cipriani School seeks to create a safe learning environment where teachers, students, and parents, support each other in pursuit of the knowledge and insight that leads to high academic achievement and success for all students. We want Cipriani students to: attain a strong academic and social foundation; become global thinkers who make responsible decisions; develop confidence; work with persistence and determination; communicate effectively; and value and learn from differences. Unique and significant contributions of individual members add richness to the results. We believe in sharing the decisions, the responsibility, and the commitment to our vision of educational excellence among all members of our school community.

Opportunities for Parental Involvement 

This section provides information about opportunities for parents to become involved with school activities.  
  • Adopt-a-Book Program
  • Art in Action
  • Assemblies
  • Book Fair
  • Child Safety
  • Classroom field trips
  • Classroom supplies
  • Classroom volunteers
  • Dinner Dance/Auction
  • Family Picnic
     
  • 5th grade graduation party
  • Hot Lunch Program
  • Kindergarten Social
  • Monetary gifts
  • Music for Minors
  • Non-A-Thon fund raiser
  • Parent education
  • Red Ribbon Week
  • SCRIP fund raiser
  • TV-Free Week

Student Enrollment by Grade Level 

This table displays the number of students enrolled in each grade level at the school. 
Grade Level  Number of Students 
Kindergarten  46 
Grade 1  47 
Grade 2  39 
Grade 3  33 
Grade 4  34 
Grade 5  39 
Total Enrollment  238 

Student Enrollment by Group 

This table displays the percent of students enrolled at the school who are identified as being in a particular group. 
Group  Percent of Total Enrollment  Group  Percent of Total Enrollment 
African American  0.84  % White (not Hispanic)  68.91  %
American Indian or Alaska Native    % Multiple or No Response  4.2  %
Asian  13.87  % Socioeconomically Disadvantaged  6  %
Filipino  1.68  % English Learners  4  %
Hispanic or Latino  9.66  % Students with Disabilities  15  %
Pacific Islander  0.84  %    

Average Class Size and Class Size Distribution (Elementary) 

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 
Grade Level  2004-05  2005-06  2006-07 
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  20.0  2      19.5  2      19.0  2     
1  17.0  2      20.0  1      19.0  2     
2  18.0  2      20.0  1      19.0  2     
3  19.5  2      19.0  1      20.0  1     
4  26.0    1    26.0    1           
5  25.0    1    26.0    1    29.0    1   
6                         
K-3          19.3  3      16.0  1     
3-4                  20.0  1     
4-8  25.0    1    23.0    1    30.0    1   
Other                         

Participation in the Class Size Reduction Program 

This table displays the percent of students in kindergarten through grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program. 
Grade Level  Percent of Students Participating 
2004-05  2005-06  2006-07 
K 
100%
100%
100%
1 
100%
100%
100%
2 
100%
100%
100%
3 
100%
100%
100%

II. School Climate 

School Safety Plan 

This section provides information about the school's comprehensive safety plan. 
 Date of Last Review/Update   August 2006  Date Last Discussed with Staff   8/28/06
Cipriani holds regular fire and earthquake drills as well as a campus evacuation drill and a lock down drill. Visitors to the school campus are required to register in the office and wear a visitor's badge while on campus. Parent volunteers are required to wear volunteer badges.

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

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

School Discipline Practices 

This section provides information about the school's efforts to create and maintain a positive learning environment, including the school’s use of disciplinary strategies. 

The Cipriani staff believes that a quality learning environment requires developing and maintaining positive relationships with students, attending to student safety needs, and implementing an effective discipline policy. Teachers and the administration work toward knowing each student as an individual. All staff members model a caring, respectful attitude to others. Weekly school-wide "Monday morning meetings" where individual students get recognized for birthdays, honors, and other accomplishments contribute to the positive learning environment and a strong sense of belonging.

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

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 
Rate  School  District 
2004-05  2005-06  2006-07  2004-05  2005-06  2006-07 
Suspensions  2.7   1.7   2.1   1.0   4.0   4.3  
Expulsions  0.0   0.0   0.0   0.5   0.1   0.04  

III. School Facilities 

School Facility Conditions and Improvements 

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. 

Age of Buildings: This school has 14 classrooms, a music room, a library, a multipurpose room, and administrative offices (in 2006-2007). The main buildings were constructed in 1954, and modernized between 1994 and 2004.

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

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

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

Of the 14 classrooms at Cipriani in the 2006-2007 school year, 11 are used for regular instruction. In addition, one classroom is used for a Science Lab/Computer Lab. Another is used for the Learning Center. There are three small rooms for the Speech and Language Pathologist, the School Psychologist, and the Reading Specialist. There is also a small band room at the back of a gym/multi-purpose room. A portable and an additional small group instruction room within the school have been made available for childcare services provided by a nonprofit agency. Before and after school care includes supervision for students in K-5, five days per week. In addition, full day care is available for participating students on non-student days as well as some holiday periods.

Every teacher uses a computer for both instruction and classroom management. Additional student computers are in every classroom and in the Computer Lab. Every staff member received mandated technology training. Every staff member was provided a telephone number and voice mailbox.

School Facility Good Repair Status 

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status. 
Item Inspected  Repair Status  Repair Needed and Action Taken or Planned 
Good  Fair  Poor 
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
 
 
 
Restrooms 
X
 
 
 
Sewer 
X
 
 
 
Playground/School Grounds 
X
 
 
 
Roofs 
X
 
 
 
Overall Cleanliness 
X
 
 
 

Overall Summary of School Facility Good Repair Status 

This table displays the overall summary of the results of the most recently completed school site inspection. 
Item Inspected  Facility Condition 
Exemplary  Good  Fair  Poor 
Overall Summary   
X
    

IV. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/ 
Teachers  School  District 
2004-05  2005-06  2006-07  2006-07 
With Full Credential  13  13  11  133 
Without Full Credential  0  0  1  1 
Teaching Outside Subject Area of Competence  0 0 0 5

Teacher Misassignments and Vacant Teacher Positions 

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. 
Indicator  2005-06  2006-07  2007-08 
Misassignments of Teachers of English Learners  
0
0
0
Total Teacher Misassignments  
0
0
0
Vacant Teacher Positions 
0
0
0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at 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/ 
Location of Classes  Percent of Classes In Core Academic Subjects 
Taught by NCLB Compliant Teachers  Taught by Non-NCLB Compliant Teachers 
This School   100.0  0.0 
All Schools in District   99.6  0.4 
High-Poverty Schools in District     
Low-Poverty Schools in District  99.6  0.4 

Substitute Teacher Availability 

This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school’s instructional program. 
Qualified substitute teachers are available when school personnel are absent. Substitute teachers are required to have a bachelors degree and pass the CBEST test.

Teacher Evaluation Process 

This section provides information about the procedures and the criteria used for teacher evaluations. 
All teachers are observed annually and provided feedback by their evaluators. Probationary and temporary teachers are evaluated yearly. Tenured teachers are evaluated every other year. All teachers receive a summative evaluation report that is aligned with the California Standards for the Teaching Profession.

V. Support Staff 

Academic Counselors and Other Support Staff 

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 
Title  Number of FTE Assigned to School  Average Number of Students per Academic Counselor 
Academic Counselor 
 
N/A 
Library Media Teacher (Librarian) 
 
N/A 
Library Media Services Staff (paraprofessional) 
 .625
N/A 
Psychologist 
  .4
N/A 
Social Worker 
 
N/A 
Nurse 
 
N/A 
Speech/Language/Hearing Specialist 
1.0 
N/A 
Resource Specialist (non-teaching) 
 
N/A 
Other (inclusion aide, paraprofessionals)
 2.5
N/A 

VI. Curriculum and Instructional Materials 

Quality, Currency, and Availability of Textbooks and Instructional Materials  

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. 
Core Curriculum Area  Quality, Currency, and Availability of Textbooks and Instructional Materials  Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials 
Reading/Language Arts  Houghton Mifflin:  Reading   2002 – 2003
0%
Mathematics  McGraw Hill: Everyday Mathematics   2002 – 2003
0%
Science 
Harcourt Brace, FOSS, Houghton Mifflin     2001 – 2002
 
Note: New standards based textbooks were adopted in 2006 - 2007 for use in 2007 – 2008:
Delta Education: Full Option Science System for Kindergarten through 5th grade.
0%
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 were adopted in 2006 – 2007 for use in 2007 – 2008:
Grades K-5, Pearson Scott Foresman: Scott Foresman History/Social Science for California
0%
Foreign Language 
N/A
N/A
Health 

Grades K-2:
Wright Group: Primarily Health

Grade 3: Healthy Promotion: Wave

Grade 4-5:
Harcourt Brace: Healthy You

Plus materials from the American Heart Association and the National Dairy Council
0%

VII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06) 

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/. 
Level  Total Expenditures Per Pupil  Expenditures Per Pupil (Supplemental)  Expenditures Per Pupil (Basic)  Average Teacher Salary 
School Site 
$9,812.70
$562.14
$9,250.56
$74,783.04
District 
$9,319.43
$609.81
$8,709.62
$74,678.33
Percent Difference – School Site and District 
105%  
92%
106%
100%
State 
N/A 
N/A 
$4943 
$58519 
Percent Difference – School Site and State 
N/A 
N/A 
187%
128%

Types of Services Funded 

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. 
  • 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

Teacher and Administrative Salaries (Fiscal Year 2005-06)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/
Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $34513 $38159 
Mid-Range Teacher Salary $63894  $59148 
Highest Teacher Salary $82524  $73514 
Average Principal Salary (Elementary) $115886  $91903 
Average Principal Salary (Middle) $121553  $95855 
Average Principal Salary (High) $  $ 
Superintendent Salary $159500  $132994 
Percent of Budget for Teacher Salaries $42.21  $41.61 
Percent of Budget for Administrative Salaries 8.14 % 5.91 %

VIII. Student Performance 

California Standards Tests 

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

CST Results for All Students – Three-Year Comparison 

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). 
Subject  School  District  State 
2005  2006  2007  2005  2006  2007  2005  2006  2007 
English-Language Arts  59  66  73  65  70  73  40  42  43 
Mathematics  67  71  76  66  73  72  38  40  40 
Science  38  57  74  49  59  68  27  35  38 
History-Social Science        48  63  65  32  33  33 

CST Results by Student Group – Most Recent Year 

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. 
Group  Percent of Students Scoring at Proficient or Advanced 
English-Language Arts  Mathematics  Science  History-Social Science 
African American         
American Indian or Alaska Native         
Asian  75  85  *   
Filipino  *  *  *   
Hispanic or Latino  35  29  *   
Pacific Islander  *  *     
White (not Hispanic)  78  82  81   
Male  68  75  72   
Female  78  78  76   
Economically Disadvantaged  *  *  *   
English Learners  *  *  *   
Students with Disabilities  53  65  *   
Students Receiving Migrant Education Services         

Norm-Referenced Test 

The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

NRT Results for All Students – Three-Year Comparison 

This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics. 
Subject  School  District  State 
2005  2006  2007  2005  2006  2007  2005  2006  2007 
Reading  67  66  68  67  68  67  41  42  42 
Mathematics  86  71  74  74  75  72  52  53  53 

NRT Results by Student Group – Most Recent Year 

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.  
Group   Percent of Students Scoring at or 
Reading  Mathematics 
African American     
American Indian or Alaska Native     
Asian  *  * 
Filipino     
Hispanic or Latino  *  * 
Pacific Islander     
White (not Hispanic)  78  83 
Male  67  80 
Female  69  69 
Economically Disadvantaged     
English Learners  *  * 
Students with Disabilities  *  * 
Students Receiving Migrant Education Services     

Local Assessment Results 

Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard. 
 
Results of individual schools' Local Assessment tests given in the 2006 – 2007 school year are available by contacting the school office.
 

California Physical Fitness Test Results 

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 
Grade Level  Percent of Students Meeting Fitness Standards 
5  42.9

IX. Accountability 

Academic Performance Index 

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/. 

API Ranks – Three-Year Comparison 

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. 
API Rank  2005  2006  2007 
Statewide  8   9   N/A 
Similar Schools  1   1   N/A 

API Changes by Student Group – Three-Year Comparison 

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant. 
Group  Actual API Change  API Score 
2004-05  2005-06  2006-07  2007 
All Students at the School  45   11   23   875  
African American         
American Indian or Alaska Native         
Asian         
Filipino         
Hispanic or Latino         
Pacific Islander         
White (not Hispanic)  59   13   28   897  
Socioeconomically Disadvantaged         
English Learners  N/A  N/A     
Students with Disabilities  N/A  N/A     

State Award and Intervention Programs 

This section will contain information about the school’s participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report. 
Cipriani was awarded t he J.Russell Kent Award for Cipriani's partnership with Notre Dame de Namur University: "Students Teaching Teachers"

Adequate Yearly Progress 

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 
  • Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics 
  • Percent proficient on the state's standards-based assessments in ELA and mathematics 
  • API as an additional indicator 
  • Graduation rate (for secondary schools) 
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/. 

AYP Overall and by Criteria 

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria. 
AYP Criteria  School  District 
Overall  Yes   Yes  
Participation Rate - English-Language Arts  Yes   Yes  
Participation Rate - Mathematics  Yes   Yes  
Percent Proficient - English-Language Arts  Yes   Yes  
Percent Proficient - Mathematics  Yes   Yes  
API  Yes   Yes  
Graduation Rate  N/A   N/A  

Federal Intervention Program 

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.  
Indicator  School  District 
Program Improvement Status    Not In PI  
First Year of Program Improvement     
Year in Program Improvement     
Number of Schools Currently in Program Improvement  N/A   
Percent of Schools Currently in Program Improvement  N/A   

X. School Completion and Postsecondary Preparation 

Not Applicable: Cipriani is an Elementary School.

XI. Instructional Planning and Scheduling  

School Instruction and Leadership 

This section provides information about the structure of the school's instructional program and the experience of the school’s leadership team.  

Course of Study

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

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

Instruction and Support for Special Needs

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

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

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

School Site Leadership

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

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

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

Instructional Staff Qualifications

Teachers at Cipriani have California State teaching credentials. Some teachers also have credentials from other states and additional graduate degrees, credentials, or certificates in a variety of areas. Substitutes used by Cipriani School have passed a qualifying examination administered by the State of California . When a teacher is absent from class, a qualified substitute teacher teaches the class. If a substitute is not available, a credentialed district administrator or a teacher without a regular class assignment teaches the class. Last year, teachers averaged about 1 day of absence per month. This included illness, in-service training, and other leaves.

Student/Teacher Ratio

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

Professional Development 

This section provides information about the program for training the school's teachers and other professional staff. 

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

During these staff development days, teachers received training in:

  1. English Language Arts
  2. Mathematics
  3. Grade Level Teaming
  4. Curriculum Planning for the Year
  5. Curriculum and Instructional Practices
  6. Visual and Performing Arts
Individual staff members also participated in additional off-site workshops and training according to needs outlined in the SPSA.

Instructional Minutes 

This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level. 
Grade Level  Instructional Minutes 
Offered  State Requirement 
K 
37,800
36,000
1 
51,225
50,400
2 
51,225
50,400
3 
51,225
50,400
4 
54,530
54,000
5 
54,530
54,000

Minimum Days in School Year 

The section provides 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 had a minimum day each Wednesday: 38 minimum days. These afternoons were devoted to grade level teaming and staff development. Also, 12 additional minimum days were for parent conferences, the last school day, and other special circumstances.