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

2006-07 Executive Summary School Accountability Report Card

Ralston Middle School

Address:  2675 Ralston Ave. , Belmont   CA  94002-1216  Phone:  (650) 637-4888 
Principal: 

Maggie  O'Reilly  (2006-07)

Jennifer Kollman (2007-08)

Grade Span:  6  - 8  
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

 
Ralston Middle School is the cornerstone of the Belmont-Redwood Shores School District. Five elementary schools send their students to Ralston and, as a result, the student body is a true reflection of the diversity of this small mid-Peninsula community. With over 760 students in the 6th, 7th and 8th grades, Ralston teaches students with a wide range of ability who represent a wonderful spectrum of cultures and nationalities.

Student Enrollment 

Group  Enrollment 
Number of students  798 
African American  3.26  %
American Indian or Alaska Native  0.38  %
Asian  17.54  %
Filipino  2.13  %
Hispanic or Latino  9.52  %
Pacific Islander  1.5  %
White (not Hispanic)  58.77  %
Multiple or No Response  6.89  %
Socioeconomically Disadvantaged  4  %
English Learners  3  %
Students with Disabilities  9  %

Teachers 

Indicator  Teachers 
Teachers with full credential  38 
Teachers without full credential  0 
Teachers Teaching Outside Subject Area of Competence  5
Misassignments of Teachers of English Learners  0
Total Teacher Misassignments   5

School Facilities 

Summary of Most Recent Site Inspection 
Ralston Middle School has regular fire and safety inspections by the Belmont San Carlos Fire Department and health inspections by the San Mateo County Health Department. We welcome their input and implement their suggestions.

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.

Repairs Needed 
Two indoor fountains needed repair.  Roof areas showed some wear and damage and need replacement.

Corrective Actions Taken or Planned 
The drinking fountains will be repaired during the 2007-2008 school year.

The roofs will be replaced in the future.

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  0%

School Finances 

Level  Expenditures Per Pupil (Unrestricted Sources Only) 
School Site  $8,561.54
District  $8,709.62
State   $4,943

Student Performance 

Subject  Students Proficient and Above on California Standards Tests 
English-Language Arts   70%
Mathematics  61%
Science   64%
History-Social Science   65%

Academic Progress 

Indicator  Result 
2007 API Growth Score (from 2007 API Growth Report)  847  
Statewide Rank (from 2007 API Base Report)  10  
2007-08 Program Improvement Status (PI Year)   

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  Ralston Middle   District Name  Belmont-Redwood Shores School District
Street  2675 Ralston Ave.   Phone Number  (650) 637-4800 
City, State, Zip  Belmont  , CA  94002-1216  Web Site  www.belmont.k12.ca.us 
Phone Number  (650) 637-4888  Superintendent  Emerita  Orta-Camilleri 
Principal  Maggie  O'Reilly 
2006-07

2007-08
Jennifer Kollmann

 E-mail Address  EOrta-Camilleri@belmont.k12.ca.us
E-mail Address  jkollmann@belmont.k12.ca.us CDS Code 41-68866-6043483 

School Description and Mission Statement 

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

The School Community

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

The Ralston School community consists of families for whom education is a priority. The school is the hub of the community for many of these parents. Families enthusiastically support the Parent Teacher Association, School Site Council and countless volunteer activities and projects.
 
Mission and Goals

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

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

Ralston’s primary mission is to provide a challenging instructional program that focuses on the diverse needs of middle school students. Together, as a staff and community, we have the capacity to present academic programs that are rich and compelling, supported by the structure of California State Content Standards, and the resources necessary to create student-centered classrooms. Students are engaged in a highly creative elective program that provides enrichment opportunities for all levels of learners. In addition, Ralston students score in the 90th percentile for fitness, far surpassing the average score in California.

Ralston School is characterized by:

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

Opportunities for Parental Involvement 

This section provides information about opportunities for parents to become involved with school activities.  
  • After School Clubs
  • Assemblies
  • Classroom field trips
  • 8th grade graduation party
  • Hot Lunch Program
  • Magazine Drive
  • Monetary gifts
  • Multicultural Fair
  • Music Boosters
  • Parent Education
  • Program Development
  • Safety Committee
  • School Dances
  • School Force
  • Spring Fling
  • Technology assistance

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 
Grade 6  269 
Grade 7  237 
Grade 8  292 
Total Enrollment  798 

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  3.26  % White (not Hispanic)  58.77  %
American Indian or Alaska Native  0.38  % Multiple or No Response  6.89  %
Asian  17.54  % Socioeconomically Disadvantaged  4  %
Filipino  2.13  % English Learners  3  %
Hispanic or Latino  9.52  % Students with Disabilities  9  %
Pacific Islander  1.5  %    

Average Class Size and Class Size Distribution (Secondary) 

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 
Subject  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  23-32  33+  1-20  23-32  33+  1-20  23-32  33+ 
English  21.7  26  24    21.8  16  30    24.9  12  33   
Mathematics  23.9  9  24  1  23.4  11  22    25.7  7  20  2 
Science  27.2  3  30    26.3    30    26.3  1  29   
Social Science  25.8  5  26  1  25.6  5  26    26.7  1  28   

Participation in the Class Size Reduction Program 

This section does not apply because Ralston is a Middle School (grades 6-8, Intermediate School).

 

II. School Climate 

School Safety Plan 

This section provides information about the school's comprehensive safety plan. 
Date of Last Review/Update January 2006
Date Last Discussed with Staff February 2006

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

The Board of Trustees Board Policy requires the school to maintain an updated Disaster Preparedness plan, which covers emergencies such as earthquakes, fire, bomb threats, or other disturbances. The plan includes emergency phone numbers, roles for staff members, and procedures to ensure student safety. An outbuilding, which contains emergency supplies, has been equipped and maintained by the PTA. During 2006-07, food supplies and water were replaced. Ralston staff members participate in the Belmont Safe Schools program and (School Safety Committee), attending meetings and taking part in simulations to develop and keep our safety plans current. A School Resource Officer from the Belmont Police Department works with the school's administration to maintain a safe and secure campus. Emergency Response lists and Emergency phone trees are updated yearly.

Students are advised of the Sexual Harassment policy and the policy regarding bullying, in order to prevent incidents and keep the school emotionally safe for all. Staff members regularly address issues of concern about bullying. A Safe Schools Ambassadors program helps all students understand and value a variety of cultures.

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. 
Ralston students experience a six period day, but are enrolled in seven classes. Each day, one period is dropped, which provides four class meetings per week, with slightly extended class periods. Wednesday’s are district-wide minimum days. The afternoons are devoted to SST’s, IEP’s, staff development training, curriculum development and department meetings. The staff continues to expand standards-based lessons, activities and assessments for all core curricular areas.

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  2.0   11.2   12.4   1.0   4.0   4.3  
Expulsions  1.4   0.3   0.1   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 46 classrooms, 2 music rooms, a library, a multipurpose room, a gymnasium, girls’ and boys’ locker rooms, and administrative offices (in 2006-2007). The main buildings were constructed in 1954, and modernized in 2003. Four portable classrooms were installed on the campus in 2000.

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

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

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

Of the 46 classrooms at Ralston during the 2006-2007 school year, 34 classrooms are used for regular instruction. Specialized classrooms are available for science, computer lab, industrial technology, culinary arts, and music. In addition, there are two new Science buildings that house 4 labs for 7th and 8th grades, and a new gymnasium.

Every classroom has at least one computers connected to the Internet. The library is equipped with 5 computers with Internet access for student and teacher use. Three classrooms are equipped as multimedia classrooms. In the spring of 1998, Ralston Middle School was awarded a Sun Microsystems Java grant for $100,000 of equipment and technology training. During the 2004-05 school year, PTA purchased 25 classroom computers. There are two full time computer labs with over 25 computers in each room.

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
 
2 indoor fountains need repair
Restrooms 
X
 
 
 
Sewer 
X
 
 
 
Playground/School Grounds 
 
X
 
 
Roofs 
 
X
 
Roofs will need to be replaced in the near future
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  42  39  38  133 
Without Full Credential  1  1  0  1 
Teaching Outside Subject Area of Competence  7 9 5 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   99.4  0.6 
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. 
The Belmont-Redwood Shores School District Teacher Evaluation is based on the California Standards for the Teaching Profession (CSTP). These standards are included in the evaluation process as a way of helping teachers reflect on their teaching, assessing their strengths and areas of growth, and to help move their teaching practice to a deeper level.

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 
1.0 
798 
Library Media Teacher (Librarian) 
 
N/A 
Library Media Services Staff (paraprofessional) 
.875
N/A 
Psychologist 
1.0 
N/A 
Social Worker 
 
N/A 
Nurse 
 
N/A 
Speech/Language/Hearing Specialist 
.8
N/A 
Resource Specialist (non-teaching) 
 
N/A 
Other (Inclusion aide and Paraprofessionals)
6.2
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. 
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

Prentice Hall:  Literature, California Edition      2002-2003
McDougal Littell:  The Language of Literature  2002-2003

 0%
 Mathematics

McDougal Littell:  Concepts and Skills   2002-2003
McDougal Littell/Houghton Mifflin:  Geometry  2002-2003

 0%
 Science
Prentice Hall, FOSS   2001-2002
 
Note: New standards based textbooks were adopted in 2006 - 2007 for use in 2007 – 2008:
Holt, Rinehart and Winston: Holt California Science Earth, Life and Physical Science 2007 for Grades 6th through 8th
0%
 History-Social Science
6: Houghton Mifflin: Social Studies: A Message of Ancient Days   1999-2000
7: Houghton Mifflin: Social Studies: Across the Centuries   1999-2000
8: Glenco/McGraw-Hill: The American Journey: Building a Nation   1999-2000
 
Note: New standards based textbooks were adopted in 2006 – 2007 for use in 2007 – 2008:
6: McDougal Littell: McDougal Littell California Middle School Social Studies Series
7: Teacher's Curriculum Institute: History Alive! California Middle School Program.
8: Glenco/McGraw-Hill: Glencoe Discovering Our Past
 0%
 Health

Glenco/McGraw-Hill: Teen Health

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 
$9,184.19
$622.65
$8,561.54
$74,826.40
District 
$9,319.43
$609.81
$8,709.62
$74,678.33
Percent Difference – School Site and District 
99% 
102%
98%
100%
State 
N/A 
N/A 
$4943 
$58519 
Percent Difference – School Site and State 
N/A 
N/A 
173%
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  66  68  70  65  70  73  40  42  43 
Mathematics  60  66  61  66  73  72  38  40  40 
Science    59  64  49  59  68  27  35  38 
History-Social Science  49  63  65  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  48  31  *  * 
American Indian or Alaska Native  *  *  *  * 
Asian  85  82  83  83 
Filipino  56  50  *  * 
Hispanic or Latino  39  25  29  32 
Pacific Islander  55  55  *  * 
White (not Hispanic)  73  63  71  68 
Male  64  61  68  72 
Female  78  61  60  57 
Economically Disadvantaged  35  14  21  29 
English Learners  9  18  *  * 
Students with Disabilities  29  29  10  17 
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  72  71  62  67  68  67  41  42  42 
Mathematics  69  72  63  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  74  87 
Filipino  *  * 
Hispanic or Latino  31  31 
Pacific Islander  *  * 
White (not Hispanic)  68  64 
Male  54  62 
Female  72  65 
Economically Disadvantaged  29  29 
English Learners  *  * 
Students with Disabilities  36  40 
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 
7   67.3

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  10   10   N/A 
Similar Schools  5   5   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  35   13   -11   847  
African American         
American Indian or Alaska Native         
Asian  21   12   -18   928  
Filipino         
Hispanic or Latino         
Pacific Islander         
White (not Hispanic)  50   19   -15   860  
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. 
Ralston participates in the following intervention programs:
  • AVID
  • Safe School Ambassadors
  • Challenge Day
  • Electronic Arts Grant
  • Homework Club
  • Lunch Bunch (Special Education)
  • Oracle ELL Grant
  • Peer Counseling
  • Saturday School / Wednesday School

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: Ralston is a Middle (Intermediate) 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
  • Enrichment/Elective classes, such as
    • Animation
    • A.V.I.D.
    • Band, Orchestra, Chorus, Guitar, Drama
    • Cooking/Culinary Arts
    • Industrial Technology (1 & 2), Space Design and Construction
    • Computer Literacy, Web Page Design
    • Spanish (1 & 2)
    • Journalism, Creative Writing
    • Study Lab


Instruction and Support for Special Needs

Programs for students with specialized needs have been scheduled in order to provide an in-depth program for all students.

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

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

School Site Leadership

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

Instructional Staff Qualifications

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

All substitutes used by Ralston School have passed a qualifying examination administered by the State of California. When a teacher is absent from class, a qualified substitute teacher teaches the class. If a substitute is not available, the class is taught by a credentialed district administrator or a teacher without a regular class assignment. Last year, teachers averaged about 1.4 days of absence per month. This included illness, in-service training, and other leaves.

Student/Teacher Ratio

At Ralston, the average class size is 28.5. 6th through 8th grades are staffed at a ratio of 28.5 to 1. Actual class size is lower than 28 with a few rare exceptions. Classes do not exceed 28. Music classes range from 30 to 45; Physical Education classes range from 30 to 45 students. Resource Specialist classes are limited to 12. Elective class sizes are appropriate to the content. Through SLIP funds, a technology aide is provided for the computer lab.

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 School Improvement Plan. District-wide needs identified through the “Futures” planning process are also incorporated into the plans for staff development. Ralston’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.

During minimum days on Wednesdays, teachers received training in:

  1. Mathematics
  2. Grade Level Collaboration
  3. Implementing standards in each Content Area
  4. Curriculum and Instructional Practices
  5. Integrating Technology
  6. Review of state testing data

Individual staff members also participated in additional workshops and training in these 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 
6 
59,940
54,000
7 
59,940
54,000
8 
59,940
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. 
Ralston had 6 minimum days during 2006-2007. These were use for parent conferences and the last day of school.