Executive Summary School Accountability Report Card, 2010–11


For Fox Elementary

Address: 3100 Saint James Rd., Belmont, CA, 94002-2956 Phone: (650) 637-4850
Principal: Chris Marchetti, Principal 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 information related to individual public schools. Most data presented in this report are reported for the 2010–11 school year. School finances and school completion data are reported for the 2009–10 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2011–12 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

Fox School, located in the City of Belmont on the peninsula south of San Francisco, is one of six 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 Fox 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 Fox’s distinguished school recognition was reflected from all members of the school community.

Student Enrollment

Group Enrollment
Number of students 409
Black or African American 1.5%
American Indian or Alaska Native 0.2%
Asian 25.9%
Filipino 4.2%
Hispanic or Latino 9.0%
Native Hawaiian or Pacific Islander 1.2%
White 57.7%
Two or More Races 0.2%
Socioeconomically Disadvantaged 1.5%
English Learners 17.6%
Students with Disabilities 0.0%

Teachers

Indicator Teachers
Teachers with full credential 17
Teachers without full credential 1
Teachers Teaching Outside Subject Area of Competence 0
Misassignments of Teachers of English Learners 0
Total Teacher Misassignments 0

Student Performance

Subject Students Proficient and Above on STAR* Program Results
English-Language Arts 83%
Mathematics 77%
Science 88%
History-Social Science N/A
*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator Result
2011 Growth API Score (from 2011 Growth API Report)
911
Statewide Rank (from 2010 Base API Report)
9
Met All 2011 AYP Requirements
Yes
Number of AYP Criteria Met Out of the Total Number of Criteria Possible
Met 13 of 13
2011–12 Program Improvement Status (PI Year)
N/A
*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.


School Facilities

Summary of Most Recent Site Inspection

The facilities are in satisfactory condition.

Repairs Needed

No repairs are needed at this time.

Corrective Actions Taken or Planned

No corrective actions have been taken or planned.

Curriculum and Instructional Materials

Core Curriculum Area 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
Science Laboratory Equipment (grades 9-12) N/A

School Finances

Level Expenditures Per Pupil (Unrestricted Sources Only)
School Site
$6,196
District
$6,801
State
$5,455


School Accountability Report Card


Reported Using Data from the 2010–11 School Year


Published During 2011–12

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page 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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school 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 may 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 2011–12)

School District
School Name Fox Elementary District Name Belmont-Redwood Shores Elementary
Street 3100 Saint James Rd. Phone Number (650) 637-4800
City, State, Zip Belmont, CA, 94002-2956 Web Site www.brssd.org
Phone Number (650) 637-4850 Superintendent Emerita Orta-Camilleri
Principal Chris Marchetti, Principal E-mail Address eorta-camilleri@brssd.org
E-mail Address cmarchetti@brssd.org CDS Code 41688666043459

School Description and Mission Statement (School Year 2010–11)

Fox School, located in the City of Belmont on the peninsula south of San Francisco, is one of six 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 Fox 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 Fox’s distinguished school recognition was reflected from all members of the school community.

Mission Statement and Goals
Fox School will provide an education in which all students will exceed the Belmont-Redwood Shores Core Curriculum standards. The staff will provide each student the opportunity to develop intellectually, socially, and morally by providing challenging academic programs and a nurturing sense of community.

Opportunities for Parental Involvement (School Year 2010–11)

  • Classroom field trips
  • Classroom supplies
  • Computer education
  • Family Math
  • 5th grade graduation party
  • Fox Trot
  • Foxtravaganza Show
  • Healthy Living Week
  • Horticulture
  • Hot Lunch Program
  • Library Volunteers
  • Monetary gifts
  • Music for Minors
  • Non-A-Thon fund raiser
  • Parent education
  • SCRIP fund raiser
  • Tutoring

Student Enrollment by Grade Level (School Year 2010–11)

Grade Level Number of Students Grade Level Number of Students
Kindergarten 83 Grade 8 0
Grade 1 79 Ungraded Elementary 0
Grade 2 61 Grade 9 0
Grade 3 64 Grade 10 0
Grade 4 61 Grade 11 0
Grade 5 61 Grade 12 0
Grade 6 0 Ungraded Secondary 0
Grade 7 0 Total Enrollment 409


Student Enrollment by Subgroup (School Year 2010–11)

Group Percent of Total Enrollment
Black or African American 1.5%
American Indian or Alaska Native 0.2%
Asian 25.9%
Filipino 4.2%
Hispanic or Latino 9.0%
Native Hawaiian or Pacific Islander 1.2%
White 57.7%
Two or More Races 0.2%
Socioeconomically Disadvantaged 1.5%
English Learners 17.6%
Students with Disabilities 0.0%

Average Class Size and Class Size Distribution (Elementary)

Grade Level Avg. Class Size 2008–09 Number of Classes* Avg. Class Size 2009–10 Number of Classes* Avg. Class Size 2010–11 Number of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K 20.0 3 18.5 4     23.3 1 2 0
1 20.0 4 19.3 3     25.0 0 3 0
2 20.3 2 1 20.0 3     24.7 0 3 0
3 19.7 3 20.0 3     25.0 0 2 0
4 22.5 2 29   2   30.0 0 2 0
5 27.5 2 26.5   2   30.0 0 2 0
* Number of classes indicates how many classes fall into each size category (a range of total students per classroom).

III. School Climate

School Safety Plan (School Year 2010–11)

Emergency Card
Parents are requested to complete an Emergency Card every year. This information is of vital importance to the school program since this information advises the school of who to contact in the event of an emergency. The card also includes who the student can be released to in case of a disaster. In addition the cards are used by the teachers and the office for attendance. It is the parent's responsibility to immediately notify the school of any changes in the data.

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 Fox 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, Fox’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:
  • Please DO NOT CALL THE SCHOOL We must have the lines open for emergency calls.
  • As soon as possible, come to school to pick up your child and any other children for whom you are the emergency card designee.
  • Park in designated parking spaces. Leave the driveway clear for emergency vehicles.
  • 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.
  • Be sure you have told your student to follow the directions of school personnel.

If there is a need to evacuate, we would be at Ralston Middle School.

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.

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 on the upper playground. Ten gallons of bottled water are available for every 20 students plus a small food supply (crackers, oatmeal bars, etc.) for extended stay in an emergency situation.

Suspensions and Expulsions

Rate* School 2008–09 School 2009–10 School 2010–11 District 2008–09 District 2009–10 District 2010–11
Suspensions 0.00% 0.00% 0.49% 7.28% 3.27% 3.81%
Expulsions 0.00% 0.00% 0.00% 0.04% 0.09% 0.03%
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2011–12)

Age of Buildings:
This school has 20 classrooms, a music room, a library, a multipurpose room, and administrative offices (in 2008-2009). The main buildings were constructed in 1964, and modernized in 2004.

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

Maintenance and Repair:
District maintenance staff, assisted as necessary by outside contractors, 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. There were not any facility improvements, during this last year.


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 20 classrooms at Fox, 15 classrooms are used for general education, 1 for a County Special Needs program, and 4 are used for special education. Fox School has approximately 1 computer per
each 8 students. 16 of these computers are set up in “mini-labs” or pods for students to use. In addition 20 laptops are stored in a portable cart and available to all students. Each teacher has their own
computer and printer work station. The library at Fox is automated on-line. Students have access to 4 computers in the library during recesses and lunch time.

Modular buildings have been made available for child care services provided by a private agency. Before and after school care provides supervision for students in K-5 five days per week as well as all day on
district in-service days and some holidays.

In September 1998 every teacher in the District received a computer for both instruction and classroom management. Every staff member received mandated technology training. Every staff member was
provided a telephone number and voice mailbox.

School Facility Good Repair Status (School Year 2011–12)

System Inspected Repair Status Repair Needed and Action Taken or Planned
Exemplary Good Fair Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer
X
 
Interior: Interior Surfaces
X
 
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
X
 
Electrical: Electrical
X
 
Restrooms/Fountains: Restrooms, Sinks/ Fountains
X
 
Safety: Fire Safety, Hazardous Materials
X
Passed fire department’s inspection 3/09
Structural: Structural Damage, Roofs
X
 
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
X
 
Overall Rating  
X
Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

Teachers School 2008–09 School 2009–10 School 2010–11 District 2010–11
With Full Credential
22
22
17
148
Without Full Credential
0
0
1
1
Teaching Outside Subject Area of Competence (with full credential)
0
0
0
0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2009–10 2010–11 2011–12
Misassignments of Teachers of English Learners 
0
0
0
Total Teacher Misassignments*
0
0
0
Vacant Teacher Positions
0
0
0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School  94% 6%
All Schools in District 99% 1%
High-Poverty Schools in District N/A N/A
Low-Poverty Schools in District 99% 1%
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2010–11)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor 0.0 N/A
Counselor (Social/Behavioral or Career Development) 0.0
Library Media Teacher (librarian) 0.50
Library Media Services Staff (paraprofessional) 0.0
Psychologist 0.50
Social Worker 0.0
Nurse 1.0 District
Speech/Language/Hearing Specialist 0.50
Resource Specialist (non-teaching) 0.0
Learning Center/Special Education 1.0
Note: Cells shaded in black do not require data.
* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: __November 2011___
Core Curriculum Area Textbooks and instructional materials/year of adoption From most recent adoption? Percent students lacking own assigned copy
Reading/Language Arts Houghton Mifflin:  Reading / 2002-2003 No 0%
Mathematics McGraw Hill: Everyday Mathematics / 2008-2009 Yes 0%
Science Delta Education:
Full Option Science System
for Kindergarten through 5th grade
/ 2007-2008		 Yes 0%
History-Social Science Grades K-5: Pearson Scott Foresman: Scott Foresman History/Social Science for California
/ 2007-2008		 Yes 0%
Foreign Language N/A N/A N/A
Health

Grades K-5:
Children’s Health Market: Great Body Shop
/ 2011-2012

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

 Yes 0%
Visual and Performing Arts N/A N/A N/A
Science Laboratory Equipment (grades 9-12) N/A N/A N/A

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10)

Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary
School Site $8,152 $1,956 $6,196 $78,847
District
$6,801
$83,710
Percent Difference – School Site and District
-9% (less)
91% of Disctrict

-5.81% (less)

94.19% of District

State
$5,455
$65,524
Percent Difference – School Site and State

14% (more)

114% of State

20% (more)

120% of State

Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2010–11)

  • Regular Education
  • After School Sports
  • Class Size Reduction
  • Guidance Counselor
  • Homework Centers
  • Local Grants
  • Music
  • Outdoor Education
  • Science & Reading Specialists
  • Summer School
    (Special Ed only)
  • School Force
Special Programs
  • Art Programs
  • Home to School Transportation
    (Special Ed. only)
  • County Sp Ed
  • Psychologists
  • Speech
  • SP Ed IDEA
  • RSP, SDC, NPS & Learning Centers
  • Teachers
  • Classified Staff
  • Benefits
  • Books & Supplies
  • Drug Free/Title IV
  • Equipment
  • Routine Repairs and Maintenance
  • Teacher Quality
  • Title I
  • Title II
  • Title III
  • Title III not LEA
  • Title V
  • Supplemental Counseling
  • Peer Assistance & Review (PAR)
  • Math & Reading
  • Math & Reading EL
  • School Safety Violence Prevention
  • Admin Training Program
  • National Board Certified Teachers
  • BTSA
  • Staff Professional Development
  • Arts Block Grant and Music Block Grant
  • Library Services
  • Economic Impact Aid (EIA)
  • English Language Acquisition Program (ELAP)
  • Ed. Technology
  • Gifted And Talented Education (GATE)
  • Instructional Materials for Realignment Program (IMFRP)
  • Lottery Prop 20
  • Oracle Grant
  • School Improvement Library Program (SLIP)
  • Tobacco Use Preventions Education (TUPE)
  • Tolerance Ed
  • Targeted Instructional Improvement Grant (TIIG)

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $46,668 $41,183
Mid-Range Teacher Salary $68,795 $63,647
Highest Teacher Salary $88,854 $80,955
Average Principal Salary (Elementary) $121,644 $102,400
Average Principal Salary (Middle) $127,566 $106,158
Average Principal Salary (High) N/A $124,133
Superintendent Salary $169,596 $151,742
Percent of Budget for Teacher Salaries 43.00% 41.00%
Percent of Budget for Administrative Salaries 8.00% 6.00%
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including: The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School District State
2008–09 2009–10 2010–11 2008–09 2009–10 2010–11 2008–09 2009–10 2010–11
English-Language Arts 78% 78% 83% 79% 80% 81% 50% 52% 54%
Mathematics 80% 83% 77% 77% 80% 79% 46% 48% 50%
Science 79% 87% 88% 82% 86% 88% 50% 53% 56%
History-Social Science N/A N/A N/A 64% 70% 77% 41% 44% 48%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Results by Student Group – Most Recent Year
*Subgroup data is being recalculated and results will be available March 2012.

Group Percent of Students Scoring at Proficient or Advanced
English- Language Arts Mathematics Science History- Social Science
All Students in the LEA 81% 79% 88% 77%
All Students at the School 83% 77% 88% 0%
Male 80% 76% 88% 0%
Female 85% 77% 88% 0%
Black or African American 0% 0% 0% 0%
American Indian or Alaska Native 0% 0% 0% 0%
Asian 92% 92% 88% 0%
Filipino 75% 75% 0% 0%
Hispanic or Latino 69% 58% 0% 0%
Native Hawaiian or Pacific Islander 0% 0% 0% 0%
White 82% 73% 97% 0%
Two or More Races
Socioeconomically Disadvantaged 50% 42% 0% 0%
English Learners* -- -- -- --
Students with Disabilities 31% 12% 0% 0%
Students Receiving Migrant Education Services
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2010–11)

The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5
21.1%
33.3%
24.6%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

X. Accountability

Academic Performance Index

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

Academic Performance Index 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 ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten 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 ten 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 2008 2009 2010
Statewide 10 9 9
Similar Schools 10 3 6

Academic Performance Index Growth by Student Group – Three-Year Comparison
*Subgroup data is being recalculated and results will be available March 2012.

Group Actual API Change 2008–09 Actual API Change 2009–10 Actual API Change 2010–11
All Students at the School -2 12 4
Black or African American
American Indian or Alaska Native
Asian 6 -4
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White -7 5 -3
Two or More Races N/D
Socioeconomically Disadvantaged
English Learners* --
Students with Disabilities
Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Growth by Student Group – 2011 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2011 Growth API at the school, LEA, and state level.
*Subgroup data is being recalculated and results will be available March 2012.
Group 2011 Growth API
Number of Students School Number of Students LEA Number of Students State
All Students at the School 242 911 2,311 907 4,683,676 778
Black or African American 4 55 801 317,856 696
American Indian or Alaska Native 1 3 33,774 733
Asian 62 968 542 962 398,869 898
Filipino 12 889 86 882 123,245 859
Hispanic or Latino 25 826 231 805 2,406,749 729
Native Hawaiian or Pacific Islander 5 27 829 26,953 764
White 133 905 1,303 909 1,258,831 845
Two or More Races 0 58 941 76,766 836
Socioeconomically Disadvantaged 12 745 134 764 2,731,843 726
English Learners* -- -- 658 1,521,844 707
Students with Disabilities 18 654 325 772 521,815 595

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2010–11)

AYP Criteria School District
Made AYP Overall Yes No
Met Participation Rate - English-Language Arts Yes Yes
Met Participation Rate - Mathematics Yes Yes
Met Percent Proficient - English-Language Arts Yes No
Met Percent Proficient - Mathematics Yes No
Met API Criteria Yes Yes
Met Graduation Rate N/A N/A

Federal Intervention Program (School Year 2011–12)

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 (ELA 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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator School District
Program Improvement Status N/A 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 0
Percent of Schools Currently in Program Improvement 0.0%
Note: Cells shaded in black do not require data.

XI. School Completion and Postsecondary Preparation

N/A Fox is an elementary school.


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.

2008-2009 2 non-student days dedicated to staff development
2009-2010 1 day dedicated to staff development
2010-2011 1 day dedicated to staff development

Staff development activities are determined through a process which begins with the staff identifying needs that are related to the goals identified in the School Improvement Plan. District-wide needs identified through the “Futures” planning process are also incorporated into the plans for staff development. The calendar and topics for staff development conducted on non-student days are identified in the School Improvement Plan each year. Fox School’s teachers participate in one day of staff development before the students return to school. One additional staff development days was conducted during the school year. Some adjusted Wednesdays are also used for staff development.

During these staff development times, teachers received training in:

  • English Language Arts
  • Mathematics
  • Grade Level Teaming
  • Curriculum Planning for the Year
  • Physical Education
  • Curriculum and Instructional Practices
  • Visual and Performing Arts
  • Technology
  • Differentiated Instruction
Individual staff members had the opportunity to participate in workshops, peer coaching, staff meetings, grade level planning and curriculum training in these areas; English Language Arts and Mathematics.
 
Fox Elementary   School Accountability Report Card, 2010-2011
Belmont-Redwood Shores Elementary   Provided by the Ed-Data Partnership
Prepared by PowerTurn, Inc.   For more information visit www.ed-data.org