• 8% African American
• 11% Hispanic
• 17% Asian
• 55% White
• 7% Multiple or no response
• 5% English learner students
• 14% GATE
• 5% RSP

Our students speak at least eight primary languages, in addition to English. This rich and complex mix of backgrounds encourages interaction and mutual respect. We are united in a common goal: a distinguished education for all students.

We believe that all students should progress as far and as fast as their effort and ability allow. We ask all students to demonstrate their mastery of reading, language arts, mathematics, science, history-social science, and computer science. We also strive to develop in children the benefits of physical education, and visual and performing arts. All students have equal access to core programs as well as supplemental curriculum. This is achieved through a commitment to excellence between the school and community. Working together, we use district, state, Parent Teachers Association, Dad's Club, Kensington Education Foundation funds, as well as teacher and principal-authored grants to enable us to meet the program goals set by the professional staff and approved by our School Site Council each year.

We care deeply for our students and use proven methods to provide a consistent, schoolwide environment where they can grow and learn each day. We encourage the early attainment of problem-solving skills, conflict-management skills and a healthy and happy attitude as these young children learn to meet the challenges of daily living in a school which has high expectations for behavior and academic excellence.

Kensington Hilltop School is fortunate in that we have parents who are willing to spend their time and energy in raising funds to help make this an excellent school. There are four parent organizations: Parent Teachers Association (PTA), Dad's Club, Kensington Education Foundation (KEF), and the School Site Council (SSC). There is also a parent Gifted and Talented Education (GATE) advisory committee that meets twice each year.

The PTA, Dad's Club, and the KEF are open to all parents and can be joined at any time during the year. The PTA is the main service group, staffing many of the school activities such as Room Parents, Library, and staff luncheons, assemblies, Science Fair and graduation activities. KEF concentrates on direct appeals to parents, foundations and corporations, and coordinates our fundraisers. The Dad's Club is another service body that specializes in evening and weekend events such as Halloween Carnival Night, and Spring Carnival Night. School Site Council, which is mandated by the State for all SBCP schools, is composed of five parents with an equal number of teachers and the principal. The Council reviews curriculum and test results. Utilizing current data, an academic plan for the year is determined.

In addition to these organizations, parents volunteer in a multitude of ways: room parents, library volunteers, yard monitors, office volunteers, etc. 

Kensington Hilltop School has the advantage of being located high on a hill in Kensington. We have rapid access to local law enforcement and security services. Signs are posted on the outside of classroom doors reminding visitors/volunteers to sign in at the office and wear identification stickers. To ensure student safety, rigorous procedures addressing student arrival and departure, and before and during school assignments have been established.

The existing Kensington campus was built in 1949. It has become outdated. Infrastructure deficiencies include structural weaknesses, undersized data and power capabilities, accessibility problems, congestion, antiquated mechanical systems, inadequate communication systems, undersized administration, library and stage, disrepair of restrooms, asbestos tiles, inadequate lighting system, disrepair of floors, window/window coverings, interior/exterior finishes, roof, classroom furnishings, and poor on-site security and outdoor lighting and fire truck access. Kensington currently consists of one-story buildings that house the classrooms, administration, and multi-purpose building. We also have eight portable classrooms at the site (two of them are bungalows) that house the library, RSP and Periscope program, music and art classrooms, and five portables.

Funded by the bond measure, Measure M, construction on Kensington Elementary will begin June 2004. Implementing new electrical, mechanical, and technology systems will update the outdated utility infrastructure of the school. Building structures will be strengthened. All facilities will be handicapped accessible. A new wing will be added to the west end of the site comprising the library/media center space, multi-use science and art classrooms, and standard classrooms. The MPR will be updated with a new stage, and new finishes, and the administration will be upsized to fit current and future needs. The project is budgeted at $15.8 million.

School facilities are cleaned daily. For repairs, safety concerns are given the highest priority, followed by work that impacts the educational program.

The first priority has to be the identification of students' needs. In addition to on-going assessment, Kensington's educators allocate a day each fall to the comprehensive analyzing of STAR test data and district assessments in order to identify areas for improvement. Analysis for the SPPA is greatly assisted by our Accountability Department, which facilitates easy disaggregation by student characteristics, e.g., English Learner students, gender, ethnicity, Special Education, Gifted and Talented Education (GATE), and socioeconomically disadvantaged. Utilizing our data, we can look at all of our subgroups to determine whether we are meeting our students' diverse needs and modify our instructional practices.

Our principal collaborates with the School Site Council (SSC). Upon review and approval of the SPPA by the SSC, fiscal alignment takes place based on identified goals. The SPPA, however, is not a static document. Expenditures can be adjusted based on approval by the SSC. At Kensington we are sensitive to the fact that some parents are very active participants in school via SSC, KEF, Dad's Club, and Parent Teacher Association meetings, etc., while other parents need to receive the information in various formats. Community participation is actively sought through the dissemination of student information that encourages feedback. Information is shared via parent/teacher conferences, Back to School Night meetings, parent/student handbook, parent workshops, teacher newsletters, WCCUSD and Kensington websites, SSC, PTA, WCCUSD Board meetings, Hilltop News, Thursday packet, Kenvue , local newspapers, and School Accountability Report Card (SARC). The community continually receives updates regarding student achievement via parent/teacher conferences, distribution of STAR assessments, Academic Performance Index (API) and Adequate Yearly Progress (AYP) information, progress reports, newsletter and newspaper articles, and through the Web. For all curricular areas State Board-adopted and Board-adopted standards-based core instructional materials are used in each grade level.

Interventions for students begin with the classroom educator. Kensington educators are knowledgeable about appropriate development for students. They efficiently identify students who are struggling academically or emotionally. Classroom interventions begin immediately and teachers seek assistance from the specialists. Students who need additional help beyond the classroom are referred to a number of services. These include: Student Study Team (SST); reading/math intervention program, school psychologist; and Special Education program that includes speech therapy and resource instruction.

In addressing our EL population, our performance goal is that all limited-English-proficient (LEP) students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. To ensure students' development of English proficiency while meeting state academic standards, our EL students are placed with CLAD or SDAIE certificated instructors. Those students designated as English learners are instructed using the Into English! Program.

Kensington students who are identified as GATE are clustered in classrooms and instructed by educators who differentiate instruction on a daily basis. Our district GATE coordinator and GATE advisory committee facilitate professional development for all educators. In the past our students have participated in Odyssey of the Mind in addition to other community extension programs.

The SPPA charts the course for our school community and facilitates dialogue with staff, parents, and community members. Professional development, intervention programs, and materials are aligned with the vision of the Kensington Hilltop School SPPA.

WCCUSD K-8 textbooks adoptions

In support of our district-wide focus on literacy, we began using the following language arts textbooks and materials in 2002-03: Open Court for kindergarten through fifth grade; Prentice Hall for sixth through eighth grade; and, High Point for fourth through eighth graders who need intervention.

In 2001-02, we adopted the following texts: In math, Harcourt Brace for K-6, and Prentice Hall for Pre-Algebra students. In science, Holt for 6-8. In social studies, McGraw Hill Adventures in Time & Place for K-3, and Harcourt Brace for 4-6. Houghton Mifflin for Grade 7, and, Holt, Rinehart and Winston for Grade 8.

In 2003-04, we adopted Algebra Structure and Method, McDougal Litell by Brown, Dolciani, et al. for our Algebra 1 students, and Prentice Hall Algebra by Smith, Charles, et al for Algebra 1A and 1B students.

Our language arts, math, social studies, and grade 7-8 science texts are all standards based and selected from state-approved lists. We have used a hands-on, kit-based science adoption, the Full Option Science System, in grades K-5 for several years. We are working to supplement the FOSS kits with other materials in order to provide our students with standards-based science instruction.