School Information		District Information
School Name	Hillview Crest Elementary	District Name	New Haven Unified
Principal	Brenda Lloyd	Superintendent	Ruth McKenna
Street	31410 Wheelon Ave.	Street	34200 Alvarado-Niles Road
City, State, Zip	Hayward, CA    94544-7662	City, State, Zip	Union City, CA    94587-4402
Phone Number	(510) 471-5720	Phone Number	(510) 471-1100
FAX Number	(510) 471-1436	FAX Number	(510) 471-7108
Web Site	nhusd.k12,ca,us	Web Site	nhusd.k12.ca.us
Email Address	brenda_lloyd@nhusd.k12.ca.us	Email Address	ruth_mckenna@nhusd.k12.ca.us
Enrollment	829	SARC Contact	Pat Zenzen
Grades Served	K - 5	CDS Code	01-61242-6001606

School Description and Mission Statement

Hillview embraces the belief that every child is entitled to reach his/her potential. Out school is committed to maximizing each student's academic growth,, individual talents, and awareness of self and others. This is accomplished by cooperatively providing a positive and stimulating instructional program in an environment of trust, sharing and cooperation between students, parents, teaching staff, support staff, and administrators. Cooperation is the common thread throughout our day-to-day program and our long-range plans for success. Hillview Crest Elementary is one of eight K-5 schools in the New Haven Unified School District. Hillview has actually a diverse community that serves a student population from both Union City and South Hayward. We are proud of the ethnic diversity of our school. Like all school in the NHUSD, we have a number of special programs to meet individual student needs: 3 Special Education classes servicing student with mild/moderate needs; a Gifted and Talented Education program for reading and math; a resource specialist program ; a speech and language program; services for Limited-English proficient students; both migrant and Title I services, and an extended day care program entitled Kids First services latch-key students.

Opportunities for Parental Involvement

Contact Person Name	Linda Wrice	Contact Person Phone Number	(510)471-5720
Parents play a vital role in the delivery of services to the Hillview Crest community. Parents are encouraged to participate in a variety of support programs including: ·        Clerical Assistant ·        Assist on an as needed basis for special events ·        Assist with school-wide fundraisers ·        One to one tutoring ·        Assist during health screenings ·        Help at home with projects ·        Be a personal tutor for one or more students ·        Assist with or supervise student sport activities ·        Member of Parent Organizations In the fall of the year, parents/guardians use the "Parent Volunteer Form" to select from a choice of activities and programs in which they can offer assistance to both the classroom teacher or the school wide programs. Parents volunteers are actively and successfully recruited in support of site needs through the school year.

I. Demographic Information

Student Enrollment
The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	68	8.2	Hispanic or Latino	446	53.8
American Indian or Alaska Native	7	0.8	Pacific Islander	19	2.3
Asian-American	37	4.5	White (Not Hispanic)	199	24.0
Filipino-American	53	6.4	Other	0	0.0

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	March 1, 2002	Date Last Reviewed with Staff	Sept. 17, 2001
Maintaining a safe and orderly environment in order to maximize student learning is a top priority at Hillview Crest. Our Safety Plan has afforded us to adopt plans for natural disasters or emergency situations, including actions to be taken in the event of an intruder on campus and other life threatening activities. The Safety Plan includes information about all aspects of safety. A copy of the Plan is available in the school office. Students participant in both fire or earthquakes practice drills on a regular basis. Each classroom is provided with emergency backpacks and supplies to ensure student safety. Each classroom is also equipped with a supply of emergency water for students and staff. There is a district wide Disaster Preparedness Facilitator who oversees the Disaster Preparedness Plan for our district. We also have a detailed Disaster Preparedness Plan for our school. There is an ongoing program of chemical substance supervision that is consistent with State law and directed by the Director of Maintenance. Classroom management plans reflect the schoolwide emphasis and include a variety of rewards and incentives for appropriate behavior choices. The school discipline plan is shared with students and parents at the beginning of the year with the distribution of the "Student Handbook" and ongoing through weekly and monthly communications.

School Programs and Practices that Promote a Positive Learning Environment

Hillview Crest Elementary is committed to providing a safe school environment for all students and staff. This is achieved through a variety of school programs and activities. At the beginning of the school year, each family is provided with the Hillview Crest Student Handbook which presents and clearly outlines both site and district procedures, policies and expectations. Students in grades kindergarten through fifth grade attend grade level assemblies to provide further clarification of behavioral expectations, rewards, recognition activities and support personnel and services. Students in kindergarten through second grade are provided folders to house homework assignments and students in third through fifth grade are given binders to promote organization and accountability for daily assignments. Site reward and recognition programs serve as incentives and assist in he establishment of a safe school environment:   ·        Conflict Resolution Program ·        Student of the Week and Student of the Month ·        Helpful Huskies ·        Grade Level Behavior Assemblies ·        Second Step Violence Prevention Classes ·        Family Service Assistance Program ·        Kid's First Extended Day Program ·        California Reads Program ·        Take Home Book Programs ·        Kid's Council ·        Reading Buddies and Middle School Volunteer Tutoring ·        Huskies Help the Homeless ·        GATE (Gifted and Talented Education Program ·        Sports ·        Spirit and pride Assemblies ·        D.A.R.E. (Drug Awareness Resistance Education) & T.U.P.E. (Tobacco use Prevention Education) ·        Music Program ·        Awards for Special Programs and Achievement

Suspensions and Expulsions
The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

	School			District
	1999	2000	2001	1999	2000	2001
Suspensions (number)	38	35	47	1300	1297	1211
Suspensions (rate)	.06	.05	.06	.09	.09	.09
Expulsions (number)	0	1	3	75	68	65
Expulsions (rate)	0	.001	.004	.005	.005	.005

School Facilities

The maintenance of a clean and safe campus is achieved through the collaborative efforts of the faculty, custodian staff and students. The facility is maintained through the allocation of 37.5 hours of custodial time. The allowance of custodial time is based on a formula that factors in the size of the school and classrooms. Custodial services are provided both before and after school and throughout the school year. Periodic assessments of campus needs are reviewed by staff and shared with the custodial and administrative team. District maintenance and gardening crews ensure that the school is cleaned and maintained through regular site visits.

III. Academic Data
Standardized Testing and Reporting (STAR)
Through the Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only).

California Standards Tests (CST)
The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area.

English Language Arts (ELA) (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
2	---	---	24	---	---	31	---	---	32
3	---	---	29	---	---	31	---	---	30
4	---	---	25	---	---	38	---	---	33
5	---	---	23	---	---	31	---	---	28

ELA Subgroups (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	24	23	11	31	14	29	0
3	28	31	5	40	11	38	0
4	15	34	2	36	7	32	0
5	18	27	3	32	13	26	0

ELA Racial/Ethnic Groups (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2					18.3		25.0
3	40.0				17.9		53.8
4				30.8	12.5		45.9
5	0.0			35.7	13.0		34.4

Stanford 9
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels.

Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
2	34	46	50	46	50	53	44	49	51
3	48	49	47	48	50	50	41	44	46
4	40	45	39	44	52	52	41	45	47
5		49	41	42	44	47	42	44	45
6				46	51	47	44	46	47
7				51	48	52	44	46	48
8				49	54	50	47	49	50
9				34	38	31	34	35	35
10				33	35	36	33	34	34
11				37	36	37	35	36	37

Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
2	40	54	65	53	63	63	49	57	58
3	57	60	58	58	67	66	48	56	59
4	42	49	48	48	61	64	44	51	54
5		57	47	48	57	61	45	50	54
6				50	61	64	50	55	57
7				52	52	57	45	48	50
8				48	49	52	45	48	49
9				54	61	59	48	51	51
10				52	56	57	44	46	45
11				50	57	62	45	47	46

Stanford 9 Subgroups (More than 10 Students Per Grade Level with Test Results)

Stanford 9 Subgroups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	47	54	31	60	35	58
3	49	45	18	61	35	52
4	36	43	16	51	17	49
5	37	45	13	53	20	49

Stanford 9 Subgroups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	70	60	56	69	63	66
3	63	52	37	67	51	60
4	42	55	21	62	33	55
5	46	48	25	57	30	54

Stanford 9 Racial/Ethnic Groups (More than 10 Students Per Grade Level with Test Results)

Stanford 9 Racial/Ethnic Groups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2					43		67
3	47			40	41		73
4				54	25		64
5	08			64	25		63

Stanford 9 Racial/Ethnic Groups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2					64		67
3	53			50	58		65
4				69	33		71
5	27			71	30		70

Local Assessment
Percentage of students meeting or exceeding the district standard

Grade Level	Reading			Writing			Mathematics
	1999	2000	2001	1999	2000	2001	1999	2000	2001
K
1				66.1	80.3	30.4
2				64.6	54.5	41.7
3				61.9	57.7	54.9
4				54.0	40.4	34.4
5					52.3	55.9

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards)
Note: To protect confidentiality scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
5	34.5	48.2	20.4	35.6	41.1	30.4	21.4	22.0	21.0
7				35.9	37.9	34.1	25.2	26.0	24.5
9				30.3	28.9	31.7	23.0	20.6	25.4

SAT I
The SAT I Reasoning Test, formerly known as the Scholastic Assessment Test, is one of the tests available from The College Board that students voluntarily take for college entrance. The SAT I is designed to assess many of the skills that are important to a student's success in college. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation.

       No data are available for this section

Academic Performance Index (API)
The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.

Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.

Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/ or by speaking with the school principal

School Wide API

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested	100	99		Percentage Tested	99	100	99
Base API Score	621	678		Growth API Score	678	654	693
Growth Target	9	6		Actual Growth	57	-24	34
Statewide Rank	5	6		Eligible for Awards	Yes	No	Yes
Similar Schools Rank	5	5		Eligible for II/USP	No	Yes	No

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
African-American				African-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
American Indian or Alaska Native				American Indian or Alaska Native
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Asian-American				Asian-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Filipino-American				Filipino-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Hispanic or Latino				Hispanic or Latino
Base API Score	530	598		Growth API Score	598		---
Growth Target	7	5		Actual Growth	68		---
Pacific Islander				Pacific Islander
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
White (Not Hispanic)				White (Not Hispanic)
Base API Score	731	765		Growth API Score	765		---
Growth Target	7	5		Actual Growth	34		---

API Subgroups - Socioeconomically Disadvantaged

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Base API Score	517	589		Growth API Score	589		---
Growth Target	7	5		Actual Growth	72		---

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2004, students in California public schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.

Not Applicable.

Dropout Rate and Graduation Rate
Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rate is (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100. Graduation rate data will be reported after the California State Board of Education approves a graduation rate formula.

       No data are available for this section

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms for each range of students, by grade level as reported by CBEDS.

Grade	1999				2000				2001
	Avg	1-20	21-32	33+	Avg	1-20	21-32	33+	Avg	1-20	21-32	33+
K	18.7	7	0	0	19.7	6	0	0	19.9	6	1	0
1	19.3	7	0	0	19.3	7	0	0	20.0	6	1	0
2	19.9	7	0	0	20.0	6	0	0	19.5	6	0	0
3	19.0	6	0	0	19.6	7	0	0	18.8	6	0	0
4	29.8	0	5	0	27.0	0	4	0	31.8	0	4	0
5	0.0	0	0	0	31.3	0	4	0	32.0	0	3	0
6	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0
K-3	0.0	0	0	0	19.0	1	0	0	19.0	2	0	0
3-4	18.0	1	0	0	0.0	0	0	0	0.0	0	0	0
4-8	0.0	0	0	0	0.0	0	0	0	31.0	0	1	0
Other	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area as reported by CBEDS.

Subject	1999				2000				2001
	Avg	1-22	23-32	33+	Avg	1-22	23-32	33+	Avg	1-22	23-32	33+
English	0.0	0	0	0	16.0	1	0	0	0.0	0	0	0
Mathematics	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0
Science	0.0	0	0	0	204.0	0	0	2	0.0	0	0	0
Social Science	0.0	0	0	0	0.0	0	0	0	0.0	0	0	0

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.

Grade Level	Percentage of Pupils Participating
	1999	2000	2001
K	100%	100%	100%
1	100%	100%	100%
2	100%	100%	100%
3	100%	100%	100%

VI. Teacher and Staff Information

Teacher Credential Information
Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

	1999	2000	2001
Total Number of Teachers	41	45	44
Full Credential  (fully credentialed and teaching in subject area)	41	45	43
Teaching Outside Subject Area  (fully credentialed but teaching outside subject area)	N/A	N/A	N/A
Emergency Credential  (includes District Internship, University Internship, Pre-Interns and Emergency Permits)	0	0	1
Teachers with Waivers  (does not have credential and does not qualify for an Emergency Permit)	1	0	0

Teacher Evaluations

Through the collective bargaining agreement with the New Haven Teachers Association, NHUSD has established the procedures and criteria for evaluating all certificated staff. The criteria includes specific expectations, consistent with the state adopted standards of the teaching profession. The evaluation cycle includes a planning conference, observations (data collection) and summary evaluation. The summary evaluation rates the degree to which the evaluatee met the expectations that were established in the planning conference using evidence collected through a series of formal observations. Through this process teachers receive a summary rating of satisfactory or unsatisfactory. Probationary, Temporary and emergency permit teachers are evaluated each year, including an interim evaluation conference with their evaluator. There is a two year evaluation cycle for all permanent certificated staff. Permanent certificated staff with satisfactory evaluations may elect to participate in a Professional Growth Assessment Process (PGAP) rather than the traditional evaluation process. NHUSD with the New Haven Teachers Association has implemented the Peer Assistance and Review (PAR) process to assist teachers needing to improve their performance. All rights and guarantees of confidentiality and due process are protected in the adopted evaluation process.

Substitute Teachers

The district has not experienced a shortage o qualified substitute teachers and has been able to provide substitutes as needed to support the instructional program.

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

Title	FTE
Counselor	.40
Librarian	1.00
Psychologist	1.0
Social Worker	0.00
Nurse	0.00
Speech/Language/Hearing Specialist	.50
Resource Specialist (non-teaching)	1.0
Other	0.00

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors.

Number of Academic Counselors (FTE)	Ratio of Pupils per Academic Counselor
0.00	0.00

VII. Curriculum and Instruction

School Instruction and Leadership

Literacy is our major focus. In addition to the classroom teacher, instruction is supported by a full time Reading Specialist, two Literacy Coordinators and the Resource Specialist. Our before and after school Support Net Program offers a wide range of interventions, including ESL, homework support, academic enrichment and recreational activities. Professional development continues to be an integral part of our school improvement efforts, allowing teachers and staff to work collaboratively on ways to improve our school wide instructional program. All K-5 classrooms are self-contained. The regular classroom teacher delivers instruction for the areas of reading/language arts, math, science and social science. Each day, students in grades 1-5 are provided with an additional 40 minutes of support instruction by one of the following specialist: music, science, media (library skills) and twice a week in Physical Education. Instructional materials in the content areas of reading/language arts, math and science are in alignment with State Standards for grades K-5. The district has prepared curriculum guides and core curriculum summaries for each content area. Copies of the Standards have been distributed to all staff and all staff have been trained in the "Best Practices" of instruction to meet the needs of diverse student populations. Teachers meet twice a month in grade level teams to discuss and plan for common curriculum plans. Teachers use a variety of performance tasks, such as Interactive Writing, Guided Reading, Running Records, etc. as instructional strategies to assess student progress and modify instruction to ensure students achieve the grade level standards. The leadership team, known as the Instructional Support Team (IST) is Hillview's group of resident experts. IST is comprised of the principal, assistant principal, a teacher from each grade level, literacy coordinators, department heads, and specialists. IST is the sited based management team that coordinates staff development, program improvement, assessment, curriculum implementation and parent education for the school. It is the broad based decision making body that acts as and is the advisor for the administration. IST is also the vehicle for staff representation and input and decision making, leadership body. The site leadership team is also inclusive of two subgroups whose membership address other needs of our site: the Staff Development Planning Team (SDPT) and the Discipline Committee. The site leadership is supported b the School Site Council which is composed of a 14 member committee, 8 parents and 8 staff members.

Professional Development

New Haven Unified believes strongly in the continued development of the professional skills of staff members. In order to provide these opportunities, professional development activities are ongoing throughout the school year and during the summer. As a result of participating in these activities staff members gain up-to-date knowledge and skills in both subject matter and teaching strategies. Training takes place in a variety of ways: on site during weekly faculty, grade level or department meetings, after school, and during the summer months. These opportunities may be offered by district staff, consultants, local colleges and universities or by the County Office of Education. Participation in college or university-sponsored course work provides opportunities for advancement on the salary schedule. The district publicizes these professional development activities through the District List of Approved Courses. During the past year, district-wide K-12 staff development efforts have focused on the implementation of standards-based instructional programs in language arts and mathematics as well as standard-based science instruction at the middle and high school levels. In addition increased training opportunities in support of literacy acquisition have occurred at all grade levels as have professional development activities in the use of technology as an integrated instructional tool. The Beginning Teacher Support and Assessment (BTSA) program supports all first and second year teachers in New Haven Unified. Since 1993 the BTSA program has provided support for over 530 teachers. New teachers participate in a five-day new teacher orientation and throughout the year are supported by a multi-level support structure, which includes a partner teacher, site consulting teacher, BTSA specialist, administrators and other specialists. New teachers are provided release time to plan with their partner teacher, to visit other classrooms and have opportunities to attend monthly after school support and grade level meetings. A peer coaching structure for support and assessment provides feedback to new teachers and is an effective method by which new teachers complete a professional development plan.

Quality and Currency of Textbooks and Other Instructional Materials

Within the last two years, the district has adopted a new K-5 science adoption, Houghton Mifflin, Discovery Works, a new reading series, Silver Burdett Ginn, Literature Works, and a new math series, Scott Foresmann-Addison Wesley, California Math. All three of these instructional programs are in alignment with State Standards. Students are encouraged to have pride and care for their learning materials. Students are appropriately charged when books are lost or damaged. The district is currently piloting the newly adopted reading program and it will be fully implemented during the 2003-2004 school year. Technology is a tool used to enhance the instructional program. Teachers are continuing to identify was to integrate technology into the curriculum, access information, communicate ideas, and to analyze and solve problems. Most of our students have been exposed to hundreds of hours of technology by the time they leave elementary school. Each year we continue to develop, refine and expand our knowledge of computers.   Grades K-5  Core Subject Textbook/Instructional Materials Most Recent State- Adopted List? Year Adopted by NHUSD Standards- Based or Standards- Aligned? Student Access: Do all students have access to textbooks /instructional materials that are current and in good condition in this core subject area? Language Arts Silver Burdett Ginn Literature Works No 1997 Standards-Aligned  Yes Language Arts Houghton Mifflin Reading Yes 2002 Standards-Based To be purchased for all students in 2003 Language Arts Great Source The Write Source No 2000 Standards-Aligned Yes Mathematics Scott Foresman California Mathematics Yes 2001 Standards-Based Yes Science Grades K-1: Harcourt School Publishers Science Grades 2-5: Houghton Mifflin Discovery Works Yes Yes 2002 2002 Standards-Based Standards-Based Yes History/Social Science Grades K-2: Macmillan/McGraw Hill The World Around Us Grades 3-5: Houghton Mifflin Social Studies No No 1993 1991 Pre-Standards: Prior State- Adopted List Pre-Standards: Prior State- Adopted List Yes Yes

Instructional Minutes (School Year 2000-2001)
The California Education Code establishes a required number of minutes per year for each grade. The table below compares the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes Offered	State Requirement
K	36,000	36,000
1	52,500	50,400
2	52,500	50,400
3	52,500	50,400
4	52,500	54,000
5	52,500	54,000
6		54,000
7		54,000
8		54,000
9		64,800
10		64,800
11		64,800
12		64,800

Total Number of Minimum Days

Hillview Crest had a total of 10 days of Collaboration. These 10 days were used for staff development. Training included technology, instructional strategies, curriculum content and K-5: Collaboration Days: 10, Conferences: 2, Testing: 1, and Last Day of School: 1 = 14 days

VIII. Postsecondary Preparation (Secondary Schools)

Advanced Placement/International Baccalaureate Courses Offered
The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. The table below shows the number of classes offered and the enrollment in various AP and IB classes. The data for Fine and Performing Arts includes AP Art and AP Music, and the data for Social Science includes IB Humanities.

       No data are available for this section

Percentage of Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission (Grades 9-12)
The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated by dividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) by the total number of pupils in all courses (also a duplicated count) for the most recent year.

Number of Pupils Enrolled in all Courses	Number of Pupils Enrolled In Courses Required For UC and/or CSU Admission	Percentage of Pupils Enrolled In Courses Required For UC and/or CSU Admission
437	0	0

Percentage of Graduates Who Have Passed Courses Required for University of California (UC) and California State University (CSU) Admission
The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school's California Basic Educational Data System (CBEDS) total graduates for the most recent year.

       No data are available for this section

College Admission Test Preparation Course Program

Not Applicable.

Degree to Which Students are Prepared to Enter Workforce

Not Applicable.

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 1999-2000)
Average Salary uses the statewide data category used for comparison by type and size of district (from Management Bulletin 01-02)

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$39,476	$31,574
Mid-Range Teacher Salary	$54,978	$49,697
Highest Teacher Salary	$73,370	$62,217
Average Principal Salary	$83,678	$81,575
Superintendent Salary	$142,218	$122,833
Percentage of Budget for Teacher Salaries	51.5	44.1
Percentage of Budget for Administrative Salaries	7.9	5.2

Additional Compensation for Administrators

None

Expenditures (Fiscal Year 1999-2000)

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars	Dollars per Student (ADA)	Dollars per Student (ADA)	Dollars per Student (ADA)
$77,631,945	$5,683	$5,758	$5,705

Types of Services Funded

The basic educational program at Hillview Crest cost approximately $4,866 per student. These funds cover personnel costs, instructional materials, maintenance and equipment purchases. We also receive form variety of budget sources based on student daily attendance (ADA) and the total population of students enrolled. Those funding sources include Title I, Special Education, the Gifted and Talented Education Program, California State Lottery, Economic Impact Aid (EIA), and School Improvement Program (SIP), and Eisenhower funds. Funds are used to supplement the regular program. Examples include instructional aides, duplicating costs, laminating and zerox machines, and other resources that extend and enrich the instructional program. Hillview Crest has also received additional funding from two grant programs: Governor's Reading Incentive Program an the Motivation and Maintenance Grant (SB5).