School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
 

Sandpiper Elementary School
Address:  801 Redwood Shores Pkwy., Redwood City,  CA  94065   Phone:  650-631-5510  
Principal:  Linda  McDaniel  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 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 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

 

Sandpiper School, located in Redwood Shores (Redwood City) on the peninsula south of San Francisco, and east of Highway 101, is one of five elementary schools in the Belmont-Redwood Shores School District.

It is the newest school in the district, established in September 1997. When you enter the campus, you feel as if you have been transported back in time to a New England style waterfront community. Classrooms surround the village green where an outside stage highlights performance activities. The community center is located next to the square where a kitchen, multipurpose room and three conference rooms are provided for instruction during the day. The play fields are situated along the lagoon for student access during school hours and for community use after school.

The Sandpiper community values its children and places a high priority on education. They are actively involved at the school and work in partnership with the staff to provide a positive learning experience for students. Families enthusiastically support the Parent Teacher Association, School Site Council and various other committees on campus. Every year, parents and community members volunteer more than 20,000 hours to enrich the educational program. We are a community of students, teachers, support staff, and parents who work together to create a rich and stimulating learning environment for every child. The academic success of our students is evident with the consistent improvement in the API form 884 in 2005, 906 in 2006, 923 in 2007 to 932 in 2008. This consistent growth is due to staff participation in team meetings and staff development focused on the instructional program.

Our teachers work to create child-centered classrooms where children work collaboratively and independently. We are a committed staff, with exceptional services to support the instructional program, and a strong parent community working together as we strive to inspire students to be life-long learners.



Student Enrollment 
Group  Enrollment 
Number of students  523 
African American  1.72  %
American Indian or Alaska Native  0.38  %
Asian  35.18  %
Filipino  3.25  %
Hispanic or Latino  3.06  %
Pacific Islander  0.96  %
White (not Hispanic)  39.2  %
Multiple or No Response  16.25  %
Socioeconomically Disadvantaged  2  %
English Learners  1  %
Students with Disabilities  17  %


Teachers 
Indicator  Teachers 
Teachers with full credential  28 
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 23 classrooms, library, and administrative offices are clean and in good condition.


Repairs Needed
There are no major repairs needed at this time.

Corrective Actions Taken or Planned 
No corrective actions are needed at this time.

Curriculum and Instructional Materials 

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

School Finances 

Level  Expenditures Per Pupil (Unrestricted Sources Only) 
School Site  $7,169
District  $7,572
State  $4,943


Student Performance 

Subject  Students Proficient and Above on California Standards Tests 
English-Language Arts  84%
Mathematics  88%
Science  91% 
History-Social Science  N/A


Academic Progress 

Indicator  Result 
2008 Growth API Score (from 2008 Growth API Report)  923  
Statewide Rank (from 2007 Base API Report)  10  
2008-09 Program Improvement Status (PI Year)  Not in PI


2007-08 School Accountability Report Card Report (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.

I. Data and Access 

DataQuest 

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.  

Internet Access 

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.  

II. About This School 

Contact Information (School Year 2008-09) 

This section provides the schools contact information. 

School  District 
School Name  Sandpiper Elementary   District Name  Belmont-Redwood Shores Elementary  
Street  801 Redwood Shores Pkwy.   Phone Number  650-637-4800  
City, State, Zip  Redwood City, CA  94065   Web Site  www.belmont.k12.ca.us 
Phone Number  650-631-5510   Superintendent  Emerita  Orta-Camilleri 
Principal  Linda  McDaniel  E-mail Address  EOrta-Camilleri@belmont.k12.ca.us
E-mail Address  lmcdaniel@belmont.k12.ca.us CDS Code 41-68866-6114771 


School Description and Mission Statement (School Year 2007-08) 

Sandpiper School, located in Redwood Shores (Redwood City) on the peninsula south of San Francisco, and east of Highway 101, is one of five elementary schools in the Belmont-Redwood Shores School District. It is the newest school in the district, established in September 1997. The Sandpiper community places a high priority on education and is actively involved in the school. Families enthusiastically support the Parent Teacher Association, School Site Council and various other committees on campus. Parents and community members volunteer countless hours to enrich the educational program.

Vision Statement
Sandpiper School is committed to working with our community to provide a high quality educational program that allows students to meet their academic potential in an environment that inspires a love of learning. Students will develop a strong work ethic, exhibit high self esteem, learn self management skills and accept responsibility for their actions.

Mission Statement
Sandpiper is a community of learners in which every person is well known and honored for their individuality. Students conduct themselves with pride, exhibit the highest standard of behavior, and demonstrate personal initiative in their education. Sandpiper works with the community in a spirit of unity and mutual respect to promote excellence in the learning environment. Decisions center on the needs of children to provide a challenging integrated educational program that emphasizes creativity, innovation and flexibility. Graduates possess the skills and knowledge to be successful in an interdependent world. More importantly, we have inspired students to be life long learners.

Opportunities for Parental Involvement (School Year 2007-08) 

This section provides information about opportunities for parents to become involved with school activities.  
  • Adopt-A-Book
  • Apparel for School Spirit
  • Art in Action Docent
  • Assemblies
  • Back to School / Classroom supplies
  • Book Fair
  • Box Tops for Education
  • Classroom field trips
  • Directory
  • Don’t Laugh at Me (DLAM)
  • e-Scrip / Nob Hill Foods Coordinator
  • Fall Carnival
  • Field Trips
  • Fitness Day
  • Founders' Day
  • Fun Food Hot Lunch
  • Gala / Spring Auction fundraiser
  • Grade 5 Promotion
  • Kiddie Valet Volunteers
  • Marquee
  • Monetary gifts
  • Parent education
  • PTA Membership
  • Red Ribbon Week
  • School Site Council
  • School-Force Liaison
  • SEPTA Liaison
  • Spring Social Event
  • Teacher / Staff Appreciation
  • Technology Education
  • Volunteer Coordinator
  • Webmaster
  • Wee Care Program
  • Yearbook

Student Enrollment by Grade Level (School Year 2007-08) 

This table displays the number of students enrolled in each grade level at the school. 

Grade Level  Number of Students 
Kindergarten  0 
Grade 1  103 
Grade 2  116 
Grade 3  111 
Grade 4  106 
Grade 5  87 
Total Enrollment  523 

Student Enrollment by Group (School Year 2007-08) 

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 
African American  1.72  %
American Indian or Alaska Native  0.38  %
Asian  35.18  %
Filipino  3.25  %
Hispanic or Latino  3.06  %
Pacific Islander  0.96  %
White (not Hispanic)  39.2  %
Multiple or No Response  16.25  %
Socioeconomically Disadvantaged  2  %
English Learners  1  %
Students with Disabilities  17  %


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  2005-06  2006-07  2007-08 
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                         
1  17.7  6      19.0  5      20.0  4.0  1.0   
2  19.8  5      18.8  5      19.1  6.0  1.0   
3  18.8  6      18.6  7      20.0  9.0     
4  29.0    3    30.0    3    30.0    3.0   
5  29.7    3    30.0    2    29.0    3.0   
6                         
K-3          20.0  1             
3-4  20.0  1                     
4-8                         
Other                         


III. School Climate 

School Safety Plan (School Year 2007-08) 

This section provides information about the school's comprehensive safety plan. 

A school safety plan is revised and adopted each year by the School Site Council. Specific procedures for evacuation of buildings, communication and disbursement of emergency supplies are outlined in an emergency handbook in the office and on the school website. Specific responsibilities are given to adults for supervision of students in a safe location when a disaster occurs. Fire drills and earthquake disaster preparedness are practiced during the school year in cooperation with the local fire and police departments. Staff and parent telephone trees and emergency supplies are updated each year.

Emergency Procedures for Sandpiper School

Should an emergency situation (such as an earthquake, chemical spill, power failure, civil disaster, or any other event that interrupts regular school activity) occur while school is in session, Sandpiper’s basic response plan will be as follows:
No student will be dismissed from school unless a parent (or individual previously designated by a parent) comes for him/her. No student will be allowed to leave with another person unless that particular person is listed on the student’s emergency card in our files. If your child’s emergency card is not up to date, please give us correct information.

We do ask your help in the following areas:

  1. Please DO NOT CALL THE SCHOOL  We must have the lines open for emergency calls.
  2. As soon as possible, come to school to pick up your child and any other children for whom you are the emergency card designee.
  3. Park in designated parking spaces. Leave the driveway clear for emergency vehicles.
  4. If, at the direction of public officials (fire, police, etc.), the children have been relocated to another site for safety, an announcement will be made on Bay Area radio stations and television. A public information line will also be maintained at the District Office, (650) 637-4800, and the PTA will initiate a telephone tree.
  5. Be sure you have told your student to follow the directions of school personnel.
  6. If there is a need to evacuate, we would be at the parking lot of the Community Center next door.

Emergency Procedures for Disaster

Fire Drill:
Alarm will automatically be activated in each classroom with corresponding strobe lights. All students and staff will exit rooms to outside corridors and quickly walk to the play field area in single class lines. Teacher will immediately count all students to confirm attendance and location of each student. Teachers will hold up green cards to designate that all students are present. Red Cards will be held up indicating that there are missing students. Classroom teachers will exit with emergency bag in hand which contains emergency cards and supplies.
Earthquake:
Alarm and/or paging system will alert all students and staff to exit and convene on the play field area. Duck and cover exercise will be used in the classrooms before exit. Emergency cards will be used to exit students from the campus. Emergency provisions are available in the emergency shed. Bottled water and a small food supply are stored for an extended stay in an emergency situation.
Maps and telephone trees are available for exit and communication of next steps. Emergency procedures are posted on the website for parents’ use. There is a cellular phone provided by the Belmont-Redwood Shores School District that is available in the main office along with emergency cards.
An emergency binder is kept in the school office. It contains maps for exit, circuit breakers and water main locations as well as emergency numbers and telephone trees.
Security Levels:
An all call for “Code 1” indicates that staff needs to be aware of an impending emergency. All students must be accounted for and return to classrooms immediately.
An all call for “Code 2” indicates a “Lockdown”. All staff will immediately lock their classroom doors and account for all students. Students and teachers remain in classroom until further notice.

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 
2005-06  2006-07  2007-08  2005-06  2006-07  2007-08 
Suspensions  0.0   0.0   0.0   4.0   4.3   6.0  
Expulsions  0.0   0.0   0.0   0.1   0.0   0.04  


IV. School Facilities 

Facility Conditions and Planned Improvements (School Year 2008-09) 

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 23 classrooms, a library, two portable classrooms, and administrative offices. The main buildings were constructed in 1997.

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, keeps 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.

In 2007-2008, Sandpiper had 23 classrooms which are used for regular instruction. Learning Center teacher and reading specialist are housed in a small classroom. The speech and language program and the school psychologist are located in the main office. Other classrooms in the community center provide space for special meetings, classroom music and parent education.

Our school has over 160 computers within the classrooms and in a computer lab. The lab is used for direct instruction of applications for all students and staff with 20 workstations available in the technology lab. There are two portable carts with 15 lap tops also available for use in classrooms. Every teacher in the District has a computer for both instruction and classroom management. Every staff member has a telephone number and voice mailbox. Every staff member received technology training and has a telephone number and voice mailbox.

Sandpiper Community Center provides child care services through a private agency. Before and after school care provides supervision for students in kindergarten through grade 5 five days per week as well as all day for district in-service days and some holidays. Our school district and the city of Redwood City share the community center facilities located on site. The multi-use room and conference rooms are available to the school during the day and the rooms available for Park and Recreation Programs after school and into the evenings.


School Facility Good Repair Status (School Year 2008-09) 

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 (School Year 2008-09) 

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    

Sandpiper School is in good condition.  The school was construction in 1997.  The District has adopted cleaning standards for each school.  The custodial staff has implemented and developed cleaning practices that ensure a clean and safe campus.  In additiona, the site is inspected to determine repair needs.

V. 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 DataQuest Web site at http://dq.cde.ca.gov/dataquest/. 

Teachers  School  District 
2005-06  2006-07  2007-08  2007-08 
With Full Credential  26  26  28  137 
Without Full Credential  0  0  0  2 
Teaching Outside Subject Area of Competence  0  0  0  N/A 


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  2006-07  2007-08  2008-09 
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 (School Year 2006-07) 

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 NCLB 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   93.1  6.9 
All Schools in District   99.2  0.8 
High-Poverty Schools in District  0  0 
Low-Poverty Schools in District  99.2  0.8 

VI. Support Staff 

Academic Counselors and Other Support Staff (School Year 2007-08) 

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     
Library Media Teacher (Librarian)    N/A 
Library Media Services Staff (paraprofessional)    0.75 N/A 
Psychologist    0.4 N/A 
Social Worker    N/A 
Nurse    N/A 
Speech/Language/Hearing Specialist    1 N/A 
Resource Specialist (non-teaching)    N/A 
Other    N/A 


VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09) 

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  0%
Mathematics  McGraw Hill: Everyday Mathematics  0%
Science  Delta Education:
Full Option Science System
for Kindergarten through 5th grade		 0%
History-Social Science  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%
Visual and Performing Arts  N/A N/A


VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)  

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 can be found at the Current Expense of Education Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the Certificated Salaries and Benefites Web apge at 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  $7,660 $491 $7,169 $81,531
District  N/A  N/A  $7,572 $87,210 
Percent Difference – School Site and District  N/A  N/A  95% 93%
State  N/A  N/A  $4,943  $61,488 
Percent Difference – School Site and State  N/A  N/A  145% 133%


Types of Services Funded (Fiscal Year 2007-08) 

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
  • Class Size Reduction
  • Community Day School
  • Guidance Counselor
  • Homework Centers
  • Music
  • Outdoor Education
  • Summer School
  • School Force
  • Local Grants
Special Programs
  • 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
  • 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
  • Arts Ed Partnership
  • Classroom Library
  • Economic Impact Aid (EIA)
  • Ed. Technology
  • Gifted And Talented Education (GATE)
  • Instructional Materials
  • Instructional Mat/Staff Buyout
  • Instructional Materials for Realignment Program (IMFRP)
  • Lottery Prop 20
  • Oracle Grant
  • Public School Library
  • School Safety
  • School Improvement Library Program (SLIP)
  • Standards Based
  • Tobacco Use Preventions Education
  • Tolerance Ed
  • TUPE Elementary


Teacher and Administrative Salaries (Fiscal Year 2006-07)

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 on the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $36,793 $39,773 
Mid-Range Teacher Salary $68,110  $61,167 
Highest Teacher Salary $87,974  $78,093 
Average Principal Salary (Elementary) $117,855  $97,851 
Average Principal Salary (Middle) $121,553  $102,064 
Average Principal Salary (High) N/A  N/A 
Superintendent Salary $160,000  $140,582 
Percent of Budget for Teacher Salaries 0.4 % 0.4 %
Percent of Budget for Administrative Salaries 0.0 % 0.0 %


IX. 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 (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 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 on the Standardized Testing and Reporting (STAR) Results Web page at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student. 

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 
2005-06  2006-07  2007-08  2005-06  2006-07  2007-08  2005-06  2006-07  2007-08 
English-Language Arts  78   81   84  70   73   75  42   43   46 
Mathematics  82   87   88  73   73   75  40   40   43 
Science  56   74   91  59   68   78  35   38   46 
History-Social Science        63   65   59  33   33   36 


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  90  94  93   
Filipino  10  93  *   
Hispanic or Latino  64  45     
Pacific Islander  *  *     
White (not Hispanic)  81  86  89   
Male  78  90  93   
Female  88  86  89   
Economically Disadvantaged  *  *  *   
English Learners  *  *     
Students with Disabilities         
Students Receiving Migrant Education Services         


California Physical Fitness Test Results (School Year 2007-08) 

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 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 on the Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.  

Grade Level  Percent of Students Meeting Healthy Fitness Zones 
5  36% 

X. 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 API Web page 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. These ranks are published when the Base API is released each March. 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   10  
Similar Schools  2   3   9  



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. 

Note: Due to a coding error, the score did not accurately reflect the number of students taking STAR in 2008. The CDE updated the score in February 2009 and the correct numbers are shown below.
Group  Actual API Change  Growth API Score 
2005-06  2006-07  2007-08  2008 
All Students at the School  22   17   8   933  
African American         
American Indian or Alaska Native         
Asian  17   5   6   956  
Filipino         
Hispanic or Latino         
Pacific Islander         
White (not Hispanic)  23   18   -4   916  
Socioeconomically Disadvantaged         
English Learners         
Students with Disabilities      4   873  
"N/A" means a number is not applicable or not available due to missing data.
"*" means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A" means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B" means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C" means the school had significant demographic changes and will not have any growth or target information.
"D" means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E" indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM 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 AYP Web page at http://www.cde.ca.gov/ta/ac/ay/. 

AYP Overall and by Criteria (School Year 2007-08) 

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 (School Year 2008-09)

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 AYP Web page 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  N/A N/A
Year in Program Improvement  N/A N/A
Number of Schools Currently in Program Improvement  N/A N/A
Percent of Schools Currently in Program Improvement  N/A N/A


XII. Instructional Planning and Scheduling  

Professional Development 

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.  

2005-2006: 1 day dedicated to staff development
2006-2007: 1 day dedicated to staff development
2007-2008: 1 day dedicated to staff development

Staff development activities are determined by analyzing student achievement data and identifying needs based on the areas of weakness. The staff sets goals and identifies staff development needs for the year. Sandpiper teachers participate in staff development after school, on shortened Wednesdays and on non student days. 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. Special Education
  6. Curriculum and Instructional Practices
  7. Standards and Assessment

Individual staff members also participated in additional workshops and training based on need and interest.