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

2006-07 Executive Summary School Accountability Report Card

Nesbit Elementary School

Address:  500 Biddulph Way , Belmont   CA  94002-2711  Phone:  (650) 637-4860 
Principal:  Cherie  Ho  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

 
Nesbit Elementary is a neighborhood K-5 school located near Hwy 101 and El Camino Real. The school campus is nestled in a park like setting with large athletic fields for community use. The diverse student population of 350 is made up of families from Belmont and Redwood Shores. Academic excellence, good character and development of social skills, are all necessary for students to become good citizens in their community. School provides support for reading and English Language Development, and offers after school programs to encourage extensions to learning. Nesbit has a wireless learning lab and library to enhance the development of literacy and provide community learning resources. Our PTA provides fiscal resources for classroom materials, field trips and assemblies. Our Parent Involvement & Leadership Facilitator provides outreach to our parents to become leaders and supporters of the educational process and our School Climate Facilitator promotes conflict management skills for effective communication. The API score for this year was 823 with 52% of our students scoring proficient or advanced in English Language Arts and 64% proficient or advanced in math. 49% of our fifth graders scored proficient or advanced in science.

Student Enrollment 

Group  Enrollment 
Number of students  354 
African American  4.24  %
American Indian or Alaska Native  0.28  %
Asian  16.38  %
Filipino  4.24  %
Hispanic or Latino  18.93  %
Pacific Islander  2.54  %
White (not Hispanic)  45.76  %
Multiple or No Response  7.63  %
Socioeconomically Disadvantaged  10  %
English Learners  11  %
Students with Disabilities  10  %

Teachers 

Indicator  Teachers 
Teachers with full credential  19 
Teachers without full credential  0 
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 
The Belmont Fire Inspector visited Nesbit and found that there were too many appliances in classrooms that needed to be removed, fire distinguishers missing from six classrooms, and smoke detectors misplaced on classroom ceilings. Custodian’s room needed reorganization and cleaning.
Repairs Needed 
Playground needed resurfacing and foam padding underneath the small playground structure was replaced.
Corrective Actions Taken or Planned 
Teachers removed microwave ovens, coffeemakers and small refrigerators from classrooms. Custodian reorganized and cleaned his room. Distinguishers were inspected and replaced in the six classrooms and some of the smoke detectors were remounted on side walls of classrooms. The playground was resurfaced the summer of 2007 and the foam padding underneath the playground structure was repaired.

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  $10,102.09
District  $9,319.43
State   $4,943

Student Performance 

Subject  Students Proficient and Above on California Standards Tests 
English-Language Arts   52%
Mathematics  64%
Science   49%
History-Social Science  N/A

Academic Progress 

Indicator  Result 
2007 API Growth Score (from 2007 API Growth Report)  823  
Statewide Rank (from 2007 API Base Report)  8  
2007-08 Program Improvement Status (PI Year)  Not in PI  

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  Nesbit Elementary   District Name  Belmont-Redwood Shores School District
Street  500 Biddulph Way   Phone Number  (650) 637-4800 
City, State, Zip  Belmont  , CA  94002-2711  Web Site  www.belmont.k12.ca.us 
Phone Number  (650) 637-4860  Superintendent  Emerita  Orta-Camilleri 
Principal  Cherie  Ho  E-mail Address  EOrta-Camilleri@belmont.k12.ca.us
E-mail Address  CHo@belmont.k12.ca.us CDS Code 41-68866-6043475 

School Description and Mission Statement 
This section provides information about the school’s goals and programs. 

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 seeks to create a safe, nurturing and respectful learning environment where diversity is valued. To achieve this vision, Nesbit students parents and staff work collaboratively to help students acquire a solid academic foundation, build strong character, resolve conflicts, develop confidence, set and achieve challenging goals, communicate effectively, and develop a love of learning.

Opportunities for Parental Involvement 

This section provides information about opportunities for parents to become involved with school activities.  
  • 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
  • Character Education
  • Read Across America
  • Red Ribbon Week
  • TV Turnoff 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  148 
    Grade 1  39 
    Grade 2  43 
    Grade 3  43 
    Grade 4  44 
    Grade 5  37 
    Total Enrollment  354 

    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  4.24  % White (not Hispanic)  45.76  %
    American Indian or Alaska Native  0.28  % Multiple or No Response  7.63  %
    Asian  16.38  % Socioeconomically Disadvantaged  10  %
    Filipino  4.24  % English Learners  11  %
    Hispanic or Latino  18.93  % Students with Disabilities  10  %
    Pacific Islander  2.54  %    

    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  15.3  3      18.9  7      20.0  7     
    1  19.5  2      19.5  2      19.0  2     
    2  20.0  2      19.0  2      20.0  2     
    3  19.5  2      19.0  3      19.0  2     
    4  28.0    1    25.0    1    28.0    1   
    5  27.0    2    26.0    1    24.0    1   
    6                         
    K-3                         
    3-4                         
    4-8  26.0    1    29.0    1    27.0    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 October 6, 2006
    Date Last Discussed with Staff October 6, 2006

    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 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. 

    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:

    • “Building Good Character Muscles”
    • Red Ribbon Week
    • Speech and Spelling contests
    • Field trips
    • Outdoor Education
    • GREAT
    • Winter and Spring concerts
    • Annual 5th grade musical
    • Presidential Academic Fitness awards
    • Conflict Resolution Training

    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 

    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  0.4   0.6   0.8   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 21 classrooms, a music room, a library, a community learning center, a multipurpose room, and administrative offices. 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 21 classrooms at Nesbit in the 2006-2007 school year, 16 classrooms are used for regular instruction, two for Pre-School Special Day students, one for science, another for reading and English Language Learners, and another for speech and language and a Resource Specialist Program.

    Every instructional space in our school, including the library, has Internet access and at least one computer with CD ROM. 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 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
     
    Repaired two doors in multi and one classroom window
    Interior Surfaces (walls, floors, and ceilings) 
    X
     
     
     
    Hazardous Materials (interior and exterior) 
    X
     
     
     
    Structural Damage 
    X
     
     
     
    Fire Safety 
     
    X
     
    Cleaned custodian room, replaced distinguishers, removed appliances, relocated smoke detectors
    Electrical (interior and exterior) 
    X
     
     
     
    Pest/Vermin Infestation 
    X
     
     
    Provided traps for mice around portable classrooms
    Drinking Fountains (inside and outside) 
    X
     
     
    Repaired outside drinking fountain near office
    Restrooms 
    X
     
     
    Repaired mirror in girls’ restroom
    Sewer 
    X
     
     
     
    Playground/School Grounds 
     
    X
     
    Resurfaced playground and replaced rubber padding under play structures
    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  16  21  19  133 
    Without Full Credential  0  0  0  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. 
    Tenured teachers are evaluated every two years, while temporary and probationary teachers are evaluated each year up to two consecutive years. The principal and teacher formulate goals and set a schedule for a pre-conference, classroom observation and post-conference. Principals schedule two formal classroom observations for tenured teachers and three formal observations for probationary teachers. During the year, the principal makes many informal observations in the classroom and shares feedback with the teacher. At the end of the year a summative evaluation is written and placed in the teacher’s file.s

    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
    N/A
    Library Media Teacher (Librarian) 
     
    N/A 
    Library Media Services Staff (paraprofessional) 
      .625
    N/A 
    Psychologist 
      .40
    N/A 
    Social Worker 
     
    N/A 
    Nurse 
     
    N/A 
    Speech/Language/Hearing Specialist 
      .70
    N/A 
    Resource Specialist (non-teaching) 
     
    N/A 
    Other 
     
    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 
    $10,102.09
    $661.05
    $9,441.04
    $74,380.90
    District 
    $9,319.43 
    $609.81
    $8,709.62
    $74,678.33
    Percent Difference – School Site and District 
    108%
    108%
    108%
    100%
    State 
    N/A 
    N/A 
    $4943 
    $58519 
    Percent Difference – School Site and State 
    N/A 
    N/A 
    191%
    127%

    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  47  52  52  65  70  73  40  42  43 
    Mathematics  58  65  64  66  73  72  38  40  40 
    Science  21  60  49  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  69  92  *   
    Filipino  *  *  *   
    Hispanic or Latino  22  40  17   
    Pacific Islander  *  *  *   
    White (not Hispanic)  72  76  75   
    Male  49  65  58   
    Female  57  63  37   
    Economically Disadvantaged  25  44  *   
    English Learners  5  36  *   
    Students with Disabilities  38  50  *   
    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  45  48  44  67  68  67  41  42  42 
    Mathematics  50  72  50  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)  69  85 
    Male  22  50 
    Female  67  50 
    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  38.1 

    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  5   8   N/A 
    Similar Schools  1   3   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  53   65   0   823  
    African American         
    American Indian or Alaska Native         
    Asian         
    Filipino         
    Hispanic or Latino         
    Pacific Islander         
    White (not Hispanic)  73   85   -19   881  
    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. 
    N/A

    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   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: Nesbit 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
    • 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
    • • Reading Specialist
    • Group and Family Counseling referrals
    • Speech & Language services
    • Pre-School Special Day Class School
    • 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 2006-2007, 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 classrooms. Further assistance is provided by parent volunteers in the classroom. They help with small group and individual instruction in various content areas. Three volunteers from Project Read work with primary students in reading. One high school student intern works with students twice a week.

    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 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:
    • a. English Language Arts
    • b. Mathematics
    • c. Grade Level Teaming
    • d. Curriculum Planning for the Year
    • e. Special Education
    • f. Curriculum and Instructional Practices
    • g. 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.

    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 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).