School Information

District Information

School Name

Kensington Elementary

District Name

West Contra Costa Unified

Principal

Jonathon Stokes

Superintendent

Dr. Gloria Johnston

Street

90 Highland Blvd.

Street

1108 Bissell Ave.

City, State, Zip

Kensington, CA 94708-1023

City, State, Zip

Richmond, CA 94801-3135

Phone Number

(510) 525-7343

Phone Number

510-234-3825

FAX Number

(510) 526-3189

FAX Number

510-236-6784

Web Site

http://www.wccusd.k12.ca.us/kensington/

Web Site

http://www.wccusd.k12.ca.us/

E-mail Address

Jonathon.Stokes@gw.wccusd.k12.ca.us

E-mail Address

Michael.Jung@gw.wccusd.k12.ca.us

CDS Code

07-61796-6004808

SARC Contact

Michael Jung

Kensington Hilltop School, a K-6 school, is part of the West Contra Costa Unified School District. We have student representation from all over the district, i.e., Kensington, El Cerrito, Richmond, Pinole, San Pablo, Berkeley, and Hercules. Over 20 different languages are reflected in our school.

Kensington Elementary is a cooperative partnership of educators, principal, staff, parents and community working together to create, improve and maintain a learning environment in which:

• - All students and educators have the freedom, right and responsibility to learn and to help others in a safe, hazard-free environment.
• - All students are challenged within a range of difficulty that allows them to be consistently successful. This is the basis for real self-esteem.
• - All students are encouraged to celebrate their own successes and the success of those around them.
• - All students are shown how to develop a love of learning, curiosity about the world in which they live, and how to meet life’s challenges; Kensington students can tell you how they learned to become problem-solvers, critical thinkers, and effective communicators.
• - All students are prepared academically, socially and emotionally for middle school and beyond; they are conscious of their choices and their own role as architects of their dreams.
• - All students can describe the importance of being able to connect the past, present and future by reflecting on their life experiences and applying what they have learned to the world around them as they solve an unending variety of small and large challenges at school.
• - All students have the freedom to take risks in a safe and nurturing environment. Mistakes are seen as a source of knowledge, and are accepted as such by adults at school.
• - All students gain knowledge and appreciation of all ethnic and cultural groups representative of the school and the larger community in which it is located.
• - All students express their individual interests and talents through artistic, musical, technological, athletic, social, dramatic and intellectual activities at school.
• - All students demonstrate democratic values, ethics and principles in their daily activities and interactions with each other.
• - All parents are welcome in this school. Their positive involvement in their children’s education is a crucial element leading to success. Parents are invaluable when they share their expertise with students, assist the classroom teacher and help to make the school vision a living, day-to-day reality.
• - All students have the right to prompt and appropriate attention to illness or injury as well as the responsibility to maintain their personal well-being at all times through thoughtful consideration of their actions before they are taken.
• - All students consciously strive to develop the internal qualities of fairness, integrity, honesty, human dignity, community service, and concern for excellence in the lives they live at school.
• - All students have equal access to all programs offered by the school regardless of source of funding. No student is tracked and all students are assumed capable of learning everything anyone can learn given time and effort as major variables determining achievement.
• - All students experience happiness, friendship, fun, self-confidence, knowledge, skills and a deep sense of personal satisfaction as a result of the well being they enjoy during their years at Kensington Hilltop School.

Contact Person Name

Contact Person Phone Number

PARENT INVOLVEMENT PROGRAMS

Kensington parents have numerous way to be involved with the educational process, i.e. Royal Reader, Volunteers in classrooms, Science Fair Judges, Art Night, Book Fair, Carnival, Yard duty Supervisors/Volunteers, Field Trip Chaperones, etc.

PTA: Invites speakers on timely and relevant topics such as homework, parenting skills, math programs, and how to increase interest in reading. Sponsors the annual Spring Carnival, a major fund-raiser providing funds for programs which the district can't afford, such as earthquake preparedness, updating library books, school assemblies, the Kenvue, the 6th grade student yearbook and staff luncheons. Provides a regular forum for parents to hear from the school principal, educators and other interested parents.

Kensington Education Foundation (KEF): KEF raises money to fund the academic and enrichment programs that the school district is unable to offer such as library, art, science, classroom supplies and other programs like Ocean Week.

Dads’ Club: The Dads’ Club helps to improve the school's facilities. This year our dads assisted in installing overhead screens, maps, coat hooks, etc.

GATE Advisory Committee: The GATE Advisory Committee acts as a liaison between parents, educators, and the District’s GATE Advisory Committee. This year we are focusing on the differentiation of curriculum to meet GATE students’ needs.

School Site Council (SSC): The role of the SSC is to give parents, faculty and staff more on-site decision making ability by giving individuals the opportunity to work together in planning school program improvements. Every elementary school must have a School Site Council composed of five parents or community members, the principal, three classroom teachers, and one other staff member (Education Code Section 52852).

Grade Level

Enrollment

Grade Level

Enrollment

Kindergarten

66

Grade 9

0

Grade 1

70

Grade 10

0

Grade 2

81

Grade 11

0

Grade 3

81

Grade 12

0

Grade 4

74

Ungraded Secondary

0

Grade 5

74

Grade 6

46

Grade 7

0

Grade 8

0

Ungraded Elementary

0

Total Enrollment

492

Racial/Ethnic Category

Number
of
Students

Percent
of
Students

Racial/Ethnic Category

Number
of
Students

Percent
of
Students

40

8.1

Hispanic or Latino

55

11.2

American Indian or Alaska Native

0

0.0

Pacific Islander

0

0.0

Asian

85

17.3

White (Not Hispanic)

272

55.3

4

0.8

Multiple or No Response

36

7.3

Date of Last Review/Update

Date Last Discussed with Staff

Our school safety plan is a continually evolving document. In 2003-2004 the principal and a teacher site representative attended the Standardized Emergency Management Systems training provided by our district. In addition to addressing all safety factors, we are presently focusing on earthquake preparedness. Each classroom has a backpack complete with emergency supplies and backpack inventories are conducted on a regular basis. Parents have collaborated to provide the school with emergency supplies located in a container on campus. Each educator has a disaster preparedness brochure. Fire drills are held monthly and duck and cover drills are held twice each year. This year we participated in the Contra Costa All-School Chemical Drill. Information concerning the drill was disseminated to all parents through the Thursday packet

ACADEMIC SUPPORT PROGRAMS

The READ NATURALLY program provides a method to improve reading fluency. Most struggling readers have fluency problems and spend little time reading. The Read Naturally program combines three powerful strategies for improving fluency:teacher modeling, repeated reading, and progress monitoring.

Accelerated Reading: The Accelerated Reader, or AR (Advantage Learning Systems, 1993), is a learning information system that enables freestanding computer-assisted assessment of student comprehension of “real” books. The Accelerated Reader is a curriculum-based assessment tool that provides a summary and analysis of results to enable educators to monitor both the quantity and quality of reading practice engaged in by their students. Students administer comprehension tests voluntarily themselves, and the system is intended specifically to have strong formative effects on subsequent learning.

Number of Suspensions

17

11

4

12705

12903

15339

Rate of Suspensions

3%

2%

37%

37%

45%

Number of Expulsions

0

0

0

43

38

53

Rate of Expulsions

0

0

0

0.12%

0.11%

.16%

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 began in 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, and is on schedule for completion in fall 2005.

Subject

English-Language Arts

77

80

77

21

24

25

32

35

36

69

75

76

20

23

23

31

35

34

Science

58

19

17

14

30

27

25

History-Social Science

16

17

17

28

28

29

Subject

African-
American

American
Indian or
Alaska
Native

Asian

Hispanic
or Latino

Pacific
Islander

White
(not
Hispanic)

English-Language Arts

62

87

49

82

56

86

53

81

Science

75

36

69

Subject

Male

English
Learners

Economically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

English-Language Arts

72

83

50

46

79

35

81

75

78

56

58

78

44

80

Science

55

62

64

60

Subject

80

76

33

32

43

43

82

81

37

38

50

51

Subject

African-
American

American
Indian or
Alaska
Native

Asian

Hispanic
or Latino

Pacific
Islander

White
(not
Hispanic)

62

78

58

82

66

87

60

86

Subject

Male

English
Learners

Economically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

72

82

56

42

79

41

80

81

81

50

54

83

47

85

Grade Level

5

27.0

27.0

27.0

13.0

13.4

12.7

24.8

26.7

22.9

7

13.1

13.1

13.1

29.1

31.3

27.0

9

17.2

15.3

18.9

26.3

25.3

27.2

API Base Data

API Growth Data

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

Percent Tested

99

100

99

Percent Tested

100

99

99

API Base Score

889

886

900

API Growth Score

892

893

897

Growth Target

A

A

A

Actual Growth

3

7

-3

Statewide Rank

10

10

10

Similar Schools Rank

9

9

8

API Base Data

API Growth Data

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

Asian

Asian

API Base Score

924

913

932

API Growth Score

928

921

924

Growth Target

A

A

A

Actual Growth

4

8

-8

White (Not Hispanic)

White (Not Hispanic)

API Base Score

902

911

924

API Growth Score

920

915

925

Growth Target

A

A

A

Actual Growth

18

4

1

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Year Identified for Program Improvement

Year in Program Improvement

Year Exited Program Improvement

Number of Schools Currently in Program Improvement

22

Percent of Schools Identified for Program Improvement

34.9

Overall

All Students

Yes

Yes

No

No

Subgroups

All Students

Yes

Yes

Yes

Yes

African American

n/a

n/a

Yes

Yes

American Indian or Alaska Native

n/a

n/a

n/a

n/a

Asian

Yes

Yes

Yes

Yes

n/a

n/a

Yes

Yes

Hispanic or Latino

n/a

n/a

Yes

Yes

Pacific Islander

n/a

n/a

Yes

Yes

White (not Hispanic)

Yes

Yes

Yes

Yes

Socioeconomically Disadvantaged

n/a

n/a

Yes

Yes

English Learners

n/a

n/a

Yes

Yes

Students with Disabilities

n/a

n/a

No

No

These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.

Grade

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

18.3

4

20.0

4

18.0

4

1

19.0

3

20.0

4

17.8

4

2

19.4

5

20.0

6

17.2

6

3

19.0

6

19.8

5

16.6

5

4

30.0

2

32.0

1

1

24.7

1

2

5

32.5

1

1

33.0

1

12.0

1

6

30.5

2

32.0

1

1

23.5

2

K-3

20.0

2

3-4

4-8

31.0

1

32.3

2

1

31.0

2

Other

Grade Level

Percent of Students Participating

K

100

100

100

1

100

100

100

2

100

100

100

3

100

100

100

This School

91.3

All Schools in District

95.9

High-Poverty Schools in District

94.7

Low-Poverty Schools in District

96.8

Total Teachers

26

31

25

Teachers with Full Credential

26

31

25

Teachers in Alternative Routes to Certification
 (district and university internship)

0

0

0

Pre-Internship

0

0

0

Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)

0

0

0

Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

0

0

0

Misassignments of Teachers of English Learners

Total Teacher Misassignments

0.0

4.0

13.7

20.0

15.8

64.0

47.2

12.0

21.1

Less than Bachelor's Degree

0.0

0.1

The primary purpose of evaluation is to improve the educational programs, practices and services within the schools through increased effectiveness of each teacher. As outlined in the contract between the district and United Teachers of Richmond, temporary and probationary teachers are evaluated at least once each school year. Permanent teachers are formally evaluated every other year. If any deficiency is noted, the evaluator provides support such as specific suggestions and the opportunity to visit other classrooms. If a teacher receives an "Unsatisfactory" evaluation, he/she is required to participate in the district's Peer Assistance and Review (PAR) program. Our administrators and teachers have created an evaluation system, based on the California Standards for the Teaching Profession, for future use.

Teachers and other personnel report absences using an automated phone system called SubFinder. Teachers may contact a substitute themselves, or direct the SubFinder system to locate a substitute. We are usually able to find substitute teachers when needed. Occasionally there are not enough substitutes to fill all positions, and the administrators and teachers at the school assume the responsibilities of the absent staff member.

Instructional Leadership Team (ILT): All Kensington staff members compose the Instructional Leadership Team. As a site, we determine Wednesday staff development in the areas of language arts and math. Meetings consist of whole group, grade level, and cross grade level. At least one Wednesday per month is devoted to grade level meetings. This offers grade levels the opportunity to hold “Snapshot SSTs” where discussion takes place regarding students’ needs and modifications are implemented to help ensure student success.

Student Study Team (SST): We have found that having an SST composed of the present educator as well as the previous year’s educator, is very informative. If the student is a transfer, we request an educator from the same grade level attend.SST information is placed in a red folder in students’ cums so that information can be readily accessed. It is requested that educators review students’ cums at the beginning of the year.

ATTENDANCE IMPROVEMENT COMMITTEE (AIC): Educators are responsible for calling parents to ascertain the reason for the absence within two days of the absence. The secretary clears absences using “authorization” calls, slips and teacher register marks. The principal reviews attendance on a monthly basis. Attendance letters are distributed as necessary. Attendance letters are also included with the trimester report cards. Letters in report cards also acknowledge those students who have not missed any days or been tardy. Parents are informed of attendance procedures through distribution of the Thursday Packet, student handbook, and the DBC.

INSTRUCTIONAL FOCUS

Kensington Hilltop School is committed to providing a comprehensive educational program in a safe learning environment. Our mission is to have all students know, understand, and be able to demonstrate proficiency of the grade level set forth by the state of California and adopted by the West Contra Costa Unified School District. We recognize that in order for our students to achieve exemplary performance levels, i.e., proficiency in English Language Arts (ELA), math, history-social science (HSS), and science, four components need to be addressed:(1) there needs to be a continual review and updating of our school community’s vision statement based on the needs of our student population, (2) the review of assessment data needs to be an ongoing process, (3) the staff and community need to be informed and active participants in the process, (4) we need to continually monitor our school effectiveness.

Each fall, Kensington staff members allocate a professional development day to the comprehensive analyzing of CST test data and district assessments in order to identify areas for improvement. We disaggregate information by student characteristics, e.g., English Learner students, gender, ethnicity, Special Education, Gifted and Talented, and socioeconomic ally disadvantaged. This fall, we broke down the data on the CSTs by grade level and strand, and noted that the following areas were subjects on which to focus:Writing Strategies, and Reading Comprehension. Math challenges varied by grade levels.

CORE INSTRUCTIONAL PROGRAM

ENGLISH LANGUAGE ARTS

Description of core curriculum including adopted materials and focus on standards.

The core literacy program for grades K-5 is Open Court Reading 2002. Exceptions to this are Alternative Primary Language classes for grades K-3, which use Foro Abierto (the Spanish version of Open Court) and Coronado Elementary, which uses the Direct Instruction program.

Six grade classes in elementary schools use the Prentice Hall Literature series, Copper Level.

MATHEMATICS

Description of core curriculum including adopted materials and focus on standards.

K – 6^{th Grades:Harcourt Brace Math:The Harcourt Brace Math program lines up with the California math standards. It contains support for teachers such as intervention books, assistance for ESL students, and activities for advanced learners.}

Description of assessments to monitor progress in core curriculum toward standards

- District Math Assessments and Diagnostic for all elementary grades

- Elementary Report Card Math Assessments – can be given to students to help teachers in the grading process.

Description of how assessment is used to inform instruction

Test results are now entered into edusoft to inform teachers, schools, and the district where the students need more assistance and where they are excelling. This information should then be used to guide instruction in the classroom.

Plan for monitoring implementation and standards-based instruction

¨       Continual visitations to all elementary PI 4 schools

¨       District pacing guides and assessments for all elementary grades.

SCIENCE

Description of Core Curriculum including adopted materials and focus on standards.

HBJ Science K-3

Students learn science by direct instruction and by reading the textbook and supplemental materials, such as Practice Workbook. Assessments are at the end of each chapter.

Foss Modules K-5

The Foss modules are organized under four headings:Life Science, Physical Science, Earth Science, and Scientific Reasoning and Technology. There are four modes for Kindergarten, six modules for grades one and two, eight modules for grades three and four, and eight modules for grades five for a total of 26 modules. Each module has a list of student readings that will enhance the hands-on experience, including both literature and non-fiction reference whenever possible. Videos that offer appropriate concept reinforcement and backgrounds are listed.

Harcourt Brace Science Text (Grades 4 and 5 only)

Students learn science by direct instruction and by reading the textbook and supplemental materials. Each lesson involves students in hands-on investigations. The assessments measures both content and process-what students should know and should be able to do-and does so in a variety of contexts.

Description of assessments to monitor progress in core curriculum toward standards.

4/5 grade students have a test preparation book for practice that is aligned with the Harcourt Science Textbooks.

HBJ (Chapter and End of the Unit Tests) and Foss Modules each have end of the unit tests that students should be taking to prepare them for their grade level expectations.

Description of how assessment is used to inform instruction

The classroom teachers uses chapter and end of the unit assessment results as a measure of what has been mastered by the students. The data gathered from the assessments are used to re-teach and differentiate future instruction.

Plan for monitoring implementation and standards-based instruction

The teacher and the principal monitor the alignment of daily lessons and the standards on on-going bases to ensure that grade level standards are being addressed for each student. Follow up support regarding standards-based instruction in science is discussed at grade level/data team meetings as teachers review student work and assessment results.

SOCIAL STUDIES

Description of core curriculum including adopted materials and focus on standards.

Harcourt Brace Social Studies builds consistent and cumulative learning from K-6. The program allows students at each level to build on major understandings and skills already acquired and to prepare for learning yet to come. The powerful ideas in Harcourt Brace Social Studies provide the principal contexts within which students can integrate major understandings, skills, and their own experiences. These powerful ideas have been selected to help students organize their thinking and develop the competencies they will need as citizens in a diverse, changing, and interdependent world.

ELD

Description of core curriculum including adopted materials and focus on standards.

English Learners (ELs) are identified by the RAP Center through an assessment process, which includes the CELDT, triggered by a Home Language Survey, identifying a language other than English. The RAP Center completes the Listening and Speaking portion of the annual CELDT test for all ELs at the school. . The RAP Center prepares a reclassification packet for ELs meeting CELDT and CST criteria, and does the reclassification paperwork when the packets are returned by the school. Staff follow up with and assist schools to complete the process. Reclassified students are monitored for two years following their reclassification. All teachers of EL students hold a CLAD or equivalent.

All ELs receive daily ELD at their diagnosed level of English proficiency (school may describe grouping/regrouping strategies, etc. as applicable). ELD is a minimum of 30 minutes a day, using Into English(PI YR4 schools use English Now) and supplemental materials to teach the ELD Standards.

ELs receive access to the core curriculum through Specially-designed Academic Instruction in English (SDAIE).These classes have the same standards and curriculum as grade level (with supplemental materials and primary language support that make content and concept more accessible).

Primary language aides provide ELs with assistance in accessing the core curriculum.

EL students receive bilingual instruction in the core curriculum when their parents/guardians request this program through the Parental Exception Waiver process. These classes use Spanish instruction to ensure students master grade level standards while they are learning English. The standards and curriculum are the same as the grade level. The texts are the Spanish version of the grade level adoptions.

Description of assessments to monitor progress in core curriculum toward standards

For ELD with Into English, teachers use the end of units assessments and the end of unit writing assessment.

The assessments for the core curriculum in Structured English Immersion, Dual Language Immersion, and Transitional Bilingual classes are the same as the general education grade-level assessments, though the Dual Language Immersion and Transitional Bilingual classes use the Spanish versions.

Description of how assessment is used to inform instruction

The end of unit writing assessments for Into English have scoring rubrics which provide information for the teacher to use to plan instruction. The rubric would indicate what had been mastered, what would need reteaching and what the next level of instruction would be.

Plan for monitoring implementation and standards-based instruction

The principal ensures the ELD program is implemented through meetings with staff and walk-throughs. EL Services staff provide technical support in implementing the ELD program, walk-throughs, and professional development.

In addition, the RAP Center provides teachers and administrators data on individual EL students including:CELDT, years in program, CSTs, annual growth target in English. The RAP Center also completes and provides annual R30 Language Census data. It also provides translation and interpreting services for all District-level documents and meetings and assists schools in finding translators and interpreters as needed.

EL Services also provides technical assistance and support in a variety of other areas pertaining to EL education and the mandates surrounding it, e.g. appropriate programming, appropriate budget expenditures, effective parent/family education and meetings, program evaluation.

SPECIAL EDUCATION

Description of core curriculum including adopted materials and focus on standards.

All elementary NSH and RSP special education students are provided a program (OCR., Harcourt Brace) that enables each student to access the core curriculum in the least restrictive environment among their peers. Students are instructed with learning objectives that are standards-based and meet the individual needs of the students. In addition, student learning is supplemented with the following:“Read Naturally,” Reading for Phonics (Early primary and intermediate Reading Interventions). Rewards, Kaleidoscope, and Lindamood-Bell.

Description of assessments to monitor progress in core curriculum toward standards

Students use the same assessments utilized in the OCR Program. In addition, the Woodcock Johnson III, DIBEL, and the San Diego Quick are also utilized.

Description of how assessment is used to inform instruction

All elementary special education students receive instruction based on their assessed needs.

Plan for monitoring implementation and standards-based instruction

All IEPs are reviewed by the special education program specialists or special education administrators for standards based instruction, assessments and progress reporting dates.

SUPPORT AND SERVICES ARE AVAILABLE FOR STUDENTS WITH SPECIAL NEEDS

GATE PROGRAM:In conjunction with WCCUSD efforts to increase the number of students who are identified GATE at Kensington, all student in third grade are given the Ravens Progressive Matrices test. The GATE program at Kensington is currently designed around differentiated instructions. The teachers also have access to Roger Taylor materials and Book Sets designed to meet the needs of our GATE students.

SOCIO-ECONOMICALLY DISADVANTAGED YOUTH (EDY): At Kensington Elementary all students fully participate in the core program and are expected to meet district content standards and district goals to close the achievement gap. Teacher use assessments to monitor student progress and modify instructional programs. Grade level teams collaborate in this process. Intervention programs provide such as Read Naturally and the Accelerated Reader provides opportunities for instruction to better meet the needs of all students.

ENGLISH LANGUAGE LEARNERS:To ensure students’ development of English proficiency while meeting state academic standards, our EL students are placed with CLAD or SDAIE certificated instructors. El students are instructed using the Into English! Program, and all EL students are receiving the appropriate differentiation in their instruction. These students receive thirty minutes of EL instruction daily. Teacher collaboration in reviewing student data, planning and instruction will support continual academic growth and language mastery. Teachers at Kensington use Into English.

SPECIAL EDUCATION STUDENTS:The Special Education Department provides direct support to the schools through an assigned Program specialist or Special Education administrator. Support includes attending IEP meetings, classroom management, curriculum development, SST training, training for special education aides, dealing with students who are in crisis. Psychologists provide counseling, crisis intervention, testing and dealing with difficult parents. School nurses provide support in vision and hearing screening, trainings for medically fragile students, and crisis intervention.

INTERVENTION: We allocate SIP funding for the hiring of an Intervention teacher/coordinator. This coordinator, in conjunction with educators and the administrator, examine data and refers students to our Intervention program. Tutoring groups have been designed to address specific strands so that the instruction is delivered in short, focused sessions with pre and post assessments. Each session features the strands where data indicated the greatest need. In 2003-2004, a total of 35 students were instructed during weekly sessions that lasted 50 minutes each. Some of the students came twice a week for support in ELA and math, and others only needed support in one subject. Of the 35 students seen for ELA and math intervention last year, 75% increased their CST scores in one or both areas.

Utilizing SIP funds and buy-back days, Kensington educators participate in a wide range of professional development activities inside and outside of the district. Professional development activities that demonstrate success through improved student performance levels are encouraged. Kensington staff members have participated in the following:

· Cheap Science after School

· Writer’s Workshop

· Community and Family

· Harcourt Science Textbook Training

· Read Naturally Training

· Bay Area Writing Project

· ADD/ADHD Inservice

· Roger Taylor Workshops

· Into English Workshops

All classroom educators: Kensington educators meet every Wednesday for professional development and grade level planning where collaboration time is focused on the continued review of student work. Wednesday afternoons are designed and agreed upon by the staff. One Wednesday afternoon per month is devoted to grade level Student Study Teams where educators can share with each other and design student interventions. Our monthly staff meetings address discipline, school operations, and curriculum on an as needed basis.

New educators: Educators new to the profession are supported by participation in BTSA and are assigned a BTSA mentor.

Non-classroom educators: Non-classroom educators are supported in professional development that is aligned with student achievement.

Educators experiencing difficulty: Educators who have received an unsatisfactory are assigned a PAR coach who meets with the teacher on a weekly basis. The teacher, PAR coach, and administrator also meet to review goals for the year.

Paraprofessionals: Paraprofessionals are supported in professional development that is aligned with student achievement.

Educators are supported in professional development through the following:

· Teacher-principal meetings

· Peer coaching

· Opportunity to visit other schools

· Grade level curriculum planning days

· Grade level/cross-grade level Wednesdays

ENGLISH LANGUAGE ARTS:The core program at Kensington for students in grades K - 5 are Open Court Reading 2002. Students in grade 6 receive literacy instruction in Prentice Hall Literature Series, Copper Level. Every classroom will consistently deliver the literacy program aligned to WCCUSD content standards and California State Standards. Each grade level will be assigned and experience lead teacher who will mentor and monitor grade level consistency:(ILT) Instructional Leadership Team. A Literacy Coach and teacher/reading resource specialist will provide support in best instructional practices (i.e., Classroom Instruction that Works by Marzano; Data Teams, Doug Reeves, etc.,).

MATHEMATICS:The Harcourt Brace K-6 math program is aligned with the California math standards. It contains support for teachers such as intervention books, assistance for EL students, and activities for advanced learners.

HISTORY/SOCIAL STUDIES:The Harcourt Brace Social Studies series, complete with supplemental materials, provides consistent and cumulative learning outcomes for students are grades K-6. The program allows students to build on past learning while reinforcing newly acquired skills.

ELD: Into English is the curricular program used to deliver content for English language learners. One leader teacher from each grade level was trained to ensure that all ELD students met the ELD standards and to provide site-based professional staff development as needed.

SCIENCE:FOSS Modules K-5 is organized under four subheadings:Life Science, Physical Science, Earth Science and Scientific Reasoning and Technology. Each Grade level have designated modules to address curricular outcomes for students. Kindergarten has four modules, grades one and two has six modules, grades three, four, and five has eight modules for a total of twenty-six. Each module has a list of student reading that serve to enhance that hand-on learning experience in both literature and non-fiction references as appropriate. Videos that offer grade specific concept reinforcement and background information are listed. In grades 4 through 6 Harcourt Brace Science textbooks and supplemental materials are used to deliver content via direct instruction. Each lesson involves students with hand-on investigations. The accompanying assessments measures both content and process, what students should know and be able to do in a variety of lesson formats.

K

36,000

36,000

1

2

3

4

5

6

Instructional Days With At Least 180 Instructional Minutes

9

10

11

12

Category

District
Amount

State Average
For Districts
In Same Category

Beginning Teacher Salary

Mid-Range Teacher Salary

Highest Teacher Salary

Average Principal Salary (Elementary)

Average Principal Salary (Middle)

Average Principal Salary (High)

Superintendent Salary

Percent of Budget for Teacher Salaries

38.8

41.6

Percent of Budget for Administrative Salaries

5.2

Eighty percent of our operating expenditures go to salaries and benefits of teachers and support staff. Other expenses include books, supplies, and operational services such as utilities. Much of the operating revenues we receive from state, federal and local resources is for programs with specific guidelines and regulations governing their use. Examples include Special Education, Title I, II, II, V, School Improvement, Healthy Start, Gifted and Talented, Tenth Grade Counseling, Immediate Intervention Underperforming Schools Program and High Priority Schools grants. Revenues generated by the passage of two local bond measures, Measure M and Measure D, are accounted for in separate bond funds and designated exclusively for building modernization.