School Accountability Report Card
Paso Robles
Independent Study Center  
  Reported for School Year 2003-2004  
Published During 2004-2005

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.

School Information District Information
 School Name  Paso Robles Independent Study Center  District Name  Paso Robles Joint Unified
 Principal  Richard Benitez
  Superintendent  Patrick J. Sayne, Ed.D.
 Street  504 28th St.  Street  800 Niblick Rd.
 City, State, Zip  Paso Robles, CA    93446-1206  City, State, Zip  Paso Robles, CA    93447-7010
 Phone Number  (805) 237 - 3371  Phone Number  805.238.2222
 FAX Number  (805) 237 - 3374  FAX Number  (805) 237 - 3339
 Web Site  www.pasoschools.org/nclc  Web Site  www.pasoschools.org
 E-mail Address  rbenitez@king.prps.k12.ca.us  E-mail Address  psayne@king.prps.k12.ca.us
 CDS Code  40-75457-4030235  SARC Contact   Sheldon K. Smith, Ed.D.

School Description and Mission Statement
 
 The mission statement of the K-12 Independent Study Center of Paso Robles Public Schools is to provide a safe and holistic
learning environment for all our students and staff; t ensure that all students, within their individual learning styles and
capabilities, are afforded the opportunity to reach their full potential; to promote the principles of American democracy,
personal self-discipline, and common civility; and to be a major resource to the individual citizens and importance
constituencies within our community.
 

Opportunities for Parental Involvement
 Contact Person Name   Richard Benitez
  Contact Person Phone Number   805.238.2222
    Because of the unique nature of the K-12 Independent Study Center, parents do take a very active and direct role and
responsibility in the school. At the K-8 Independent Study/Home School, all parents work directly with the teacher to ensure
educational success at heir weekly instructional meetings. Parental input and involvement is the hallmark of K-8 school’s
academic success. At the 9-12 High School level, we have a work experience program for students working in the community.
These employers provide valuable work experience for students during the school year. In addition, students may receive job
training services through the Private Industry Council (PIC). The Private Industry Council provides up to 500 hours of job
training at each site and pays the salary of the student with the understanding the student will be hired on after their training period. K-12 Independent Study Center has a School Site Council which provides feedback on needed changes in curriculum and
instructional practices. Moreover, the majority of our community is beginning to view the K-12 Independent Study Center as a
viable alternative to the more mainstream schools for students whose educational needs are not being achieved at the more
traditional school. For information on volunteering at our school, contact the coordinator at 237-3370.

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level  Enrollment  Grade Level  Enrollment
 Kindergarten 2   Grade 9 8 
 Grade 1 2   Grade 10 34 
 Grade 2 6   Grade 11 61 
 Grade 3 4   Grade 12 74 
 Grade 4 6   Ungraded Secondary 0 
 Grade 5 2     
 Grade 6 5 
 Grade 7 10 
 Grade 8 10 
 Ungraded Elementary 0   Total Enrollment 224 

Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
 Racial/Ethnic Category  Number
of
Students		  Percent
of
Students		  Racial/Ethnic Category  Number
of
Students		  Percent
of
Students
 African-American 9  4.0   Hispanic or Latino 49  21.9 
 American Indian or Alaska Native 2  0.9   Pacific Islander 1  0.4 
 Asian 2  0.9   White (Not Hispanic) 156  69.6 
 Filipino 1  0.4   Multiple or No Response 4  1.8 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update   January 5, 2004
  Date Last Discussed with Staff   January 5, 2004
 
 There are two main components of safe and effective schools. Component one focuses on people and programs, while
component two focuses on places or the physical environment of the school each component addresses the overall safety of the
school.

Component One: People and Programs: In this component, schools develop strategies which promote a caring school community
and create a safe school climate by providing an atmosphere where students feel they belong.

Programs that reinforce a caring and safe school are as follows:
  • After-school programs
  • Positive behavior support
  • Bullying-prevention programs
  • Drug and alcohol prevention programs
    • <>Component Two: physical Environment: In this component, schools develop strategies to create a safe physical environment that is cheerful, comfortable, and free of dirty, dreary, or graffiti-filled buildings.

    <>Classrooms and furnishing should have:
  • Adequate lighting
  • Positive posters, bulletins, and signs displayed
  • Crisis response procedures in place
  • Law enforcement partners
  • Graffiti removal and vandalism repair
  • Safe and clean restrooms
 

School Programs and Practices that Promote a Positive Learning Environment
 
 As an Independent Study School, the vast majority of our students and parents meet individually with teachers during their
weekly scheduled meeting. While on our campus, all students are subject to the guidelines of our Behavior Code agreement and
a Rights and Responsibility contract that they sign upon enrollment. While using the resources of our study hall, Distance
Learning Lab or Career Center, students are supervised and maintain appropriate behaviors. On a quarterly basis, high school
students are recognized for perfect attendance and academic excellence with our Student Recognition Program Wall Plagues.
Elementary students receive awards and recognition for solid attendance and personal achievement. Our nurturing and
supportive trained educators have created an environment at the elementary and secondary levels that are governed by the following:

Community of Caring philosophy
Individualized educational plans for each student
Direct parent involvement in educational process
Commitment to challenging education
Use of technology to enhance curriculum offerings
Special counseling/advisory services
Assemblies for awards and recognition
 

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS 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
 2002  2003  2004  2002  2003  2004
 Number of Suspensions 0
 0 
 0
  833  939 7 91
 Rate of Suspensions 0
 0
 0
 1 3%
 1 4%
 1 2%
 Number of Expulsions 0 
 0 
 0 
 4 4
 4 6
 4 0
 Rate of Expulsions 0 
 0 
 0 
  1%  1% 1 %


School Facilities
Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.
 
 The K-12 Independent Study School has two major centers. The K-8 Elementary School is located at our district’s Teachers’
Center. Facilities include two classrooms, computer area, teacher offices and assembly areas. The 9-12 high school is located at
the Independent Study Center. Facilities include teachers’ offices counseling center, and two computer labs. Both the K-8 and
the 9-12 Centers are free of any significant safety concerns. Both facilities are alarmed during the evening to protect school
property. Each facility is clean, orderly, and conducive to student and staff safety. Each center has an Emergency Plan and
Crisis Intervention Plan in operation. Our Emergency/Crisis Intervention Plans are updated each August to ensure their direct
compliance with our District wide Safe School Plan. All teachers and staff have periodic reviews of all procedures and
responsibilities.

Our custodial,teaching staff, and students take great pride in our facilities which are maintained in a manner that assures students have a clean, safe and functional environment in which to learn.  Our facilities exceed the "Good Repair" standard of the Williams Act.
 

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California 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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

California Standards Tests (CST)
The California Standards Tests (CST) 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 state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 English-Language Arts  30  27  25  38  38  39  32  35  36
 Mathematics  38  35  22  35  40  42  31  35  34
 Science      11  32  27  28  30  27  25
 History-Social Science  16  10  10  35  30  32  28  28  29

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject  African-
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 English-Language Arts          8    29
 Mathematics          12    22
 Science          0    11
 History-Social Science          7    9

CST - Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject  Male  Female English
Learners		 Economically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
Services
Yes No Yes No
 English-Language Arts  20  29    23  25  9  26  
 Mathematics  30  17      24    23  
 Science  17  6      12    9  
 History-Social Science  13  7      9    11  

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Schievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 Reading  ---  41  40  ---  48  48  ---  43  43
 Mathematics  ---  39  37  ---  53  54  ---  50  51

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  African-
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 Reading          16    46
 Mathematics          19    42

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject    Male    Female  English
Learners		 Economically
Disadvantaged		  Students With
Disabilities		  Migrant
Education
Services
 Yes  No  Yes  No
 Reading  38  41    33  41    43  
 Mathematics  44  32    15  39  0  40  

Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.

 Grade
Level		  Reading  Writing  Mathematics
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 K            79      
 1  64 54  70  76 51   68  69  42 69 
 2  55 70  70   85  81  62  72  91  78
 3  71 73  67  83  73  64  81  68  69
 4  31 49 63  21  13  62  67  26  53
 5  34 68  72  44  58  70  48  46 56 
 6  53 44 45   42 45  31       31
 7  45 49  45  47  33 33       42
 8  54 49  45  59  54 44       43
 9                  43
 10                  
 11                  
 12                  


California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

       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 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 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 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. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base 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: Schools also receive a ranking that compares that school to 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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

Schoolwide API
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 Percent Tested        Percent Tested      
 API Base Score    618    API Growth Score      
 Growth Target    9    Actual Growth      
 Statewide Rank    4    
 Similar Schools Rank    N/A  

API Subgroups - Racial/Ethnic Groups
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 African-American  African-American
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 American Indian or Alaska Native  American Indian or Alaska Native
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Asian  Asian
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Filipino  Filipino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Hispanic or Latino  Hispanic or Latino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Pacific Islander  Pacific Islander
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 White (Not Hispanic)  White (Not Hispanic)
 API Base Score    618    API Growth Score      
 Growth Target    7    Actual Growth      

API Subgroups - Socioeconomically Disadvantaged
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      

State Award and Intervention Programs
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.

Federal Intervention Programs
Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
   School  District
 Year Identified for
 Program Improvement		    ---
 Year in Program
 Improvement		    ---
 Year Exited Program
 Improvement		    ---
 Number of Schools Currently
 in Program Improvement		  ---  3
 Percent of Schools Identified
 for Program Improvement		  ---  25.0

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
 Overall  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  No  No  ---  No  No
 
 Subgroups  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  Yes  No  ---  Yes  Yes
 African American  ---  n/a  n/a  ---  Yes  Yes
 American Indian or Alaska Native  ---  n/a  n/a  ---  n/a  n/a
 Asian  ---  n/a  n/a  ---  n/a  n/a
 Filipino  ---  n/a  n/a  ---  n/a  n/a
 Hispanic or Latino  ---  n/a  n/a  ---  Yes  Yes
 Pacific Islander  ---  n/a  n/a  ---  n/a  n/a
 White (not Hispanic)  ---  n/a  No  ---  Yes  Yes
 Socioeconomically Disadvantaged  ---  n/a  n/a  ---  Yes  Yes
 English Learners  ---  n/a  n/a  ---  No  No
 Students with Disabilities  ---  n/a  n/a  ---  Yes  Yes

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
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.

Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9-12 dropouts divided by grades 9-12 enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.

       No data are available for this section

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.

       No data are available for this section

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. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
 Grade Level  Percent of Students Participating
 2002  2003  2004
 K  100  100 100 
 1  100  100 100 
 2  100  100 100 
 3  100  100 100 


VI. Teacher and Staff Information

Core Academic Courses Not Taught by NCLB Compliant Teachers
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/.

For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.
     School      District  
 This School  82.4  ---
 All Schools in District  ---  58.3
 High-Poverty Schools in District  ---  0.0
 Low-Poverty Schools in District  ---  69.9

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is 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.
     2002      2003      2004  
 Total Teachers
 		  10  11  11
 Teachers with Full Credential
 		  10  11  11
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		      
 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

Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
     2002      2003      2004  
 Misassignments of Teachers of English Learners
 		  ---  --- 0 
 Total Teacher Misassignments
 		  ---  ---  0

Teacher Education Level
Data reported are the percent of teachers by education level.
     School      District  
 Doctorate  0.0  0.6
 Master's Degree plus 30 or more semester hours  9.1  6.4
 Master's Degree  36.4  18.6
 Bachelor's Degree plus 30 or more semester hours  27.3  71.1
 Bachelor's Degree  27.3  3.3
 Less than Bachelor's Degree  0.0  0.0

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
     2002      2003      2004  
 Vacant Teacher Positions
 		  ---  ---  0

Teacher Evaluations
   Teachers and administration collaborate through an established evaluation system. The principal
formally evaluates tenured teachers every two years. Temporary and probationary teachers are
evaluated yearly. All teachers are observed frequently. The evaluation may include instructional
techniques, adherence to the curriculum, the learning and environments, and other assigned
professional duties, as well as monitoring student progress. A formal evaluation includes
teacher/administrator conferences, goal setting, classroom observations, and a written evaluation. If a
teacher’s performance is not effective, the principal identifies areas requiring improvement and develops
a program for improvements with the teacher. The principal is evaluated every year by the
superintendent.
 
 

Substitute Teachers
 
   The district has a pool of substitute teachers available for assignment when a classroom teacher is
absent. By State law, credentialed teachers may substitute at any grade level and in any subject. We try
to place substitute teachers in their area of expertise. On rare occasions when substitutes are
unavailable, administrators and other properly credentialed staff are assigned to cover classes.
 

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 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.

 Title    FTE  
 Counselor - District
 1 
 Librarian - District
 1 
 Psychologist - District
 1.8
 Social Worker  
 Nurse - District
 1
 Speech/Language/Hearing Specialist - District
 1.8
 Resource Specialist (non-teaching)  6
 Other  


Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
 Number of Academic
Counselors (FTE)		  Ratio of Students Per
Academic Counselor
   

VII. Curriculum and Instruction

School Instruction and Leadership
 
 The K-12 Independent Study Center has a high quality Instructional Program that meets the same academic standards as the
more mainstream district schools. At every grade level, our students use the same excellent instructional support materials
including textbooks and supplementary materials that other students use in our District. Our teachers have designed courses of
study that are directly aligned with current state Standards and frameworks. On a yearly basis, grade level expectations remain
the critical core of our dedicated staff commitment to individual student academic growth. Course descriptions in math,
reading/language, arts, science, and social sciences are provided each student and family. A variety of elective courses are
offered to our students. The school leadership process is centered on decisions to enhance and ensure that all of our students
meet grade level expectations and re ready for 5th and 8th grade promotion, and 12th grade graduation. Shared leadership
practices empower the staff and encourage commitment, participation, and shared responsibility for student success.
 

Professional Development
 
Training/Professional Growth
At Paso Robles Public Schools there is a comprehensive training and professional renewal program for
teachers, administrators, and support staff. In addition, all new teachers are offered district and site
training. Topics included in the New Teacher Orientation are classroom management and discipline,
district curriculum overview, curriculum planning, and how to access available resources. New K-3
teachers also receive training on teaching reading to beginning readers, district assessment of reading,
and classroom management strategies to provide small groups and individual instruction. During the
2000-01 school year, K-5 district reading and mathematics specialists were available to support new
and veteran teachers.

Beginning Teacher Support and Assessment (BTSA)
Our new teachers are assisted by district BTSA support providers. These are veteran teachers who help
shepherd our new teachers through their beginning years in the profession.

Staff Development Days
Four staff development days were scheduled during the 2000-2001 school year. Teachers in grade K
received training in shared and guided reading. Teachers in grades1-3 received training in GLAD
(Guided Language Acquisition design), which was applied to the science standards along with training
to improve student literacy skills. Teachers in grades 4-5 received training in the 4-Block model for
language arts and implementing a balanced literacy program. Through an Early Intervention For
Student Success Grant teachers in grades K-2 attended workshops that enabled them to increase their
skill in assessing student learning and planning instruction in order for each child to meet the new state
standards. All teachers participated in the new PAX LEADERS Program. This staff development
opportunity provided our school with techniques to implement a comprehensive program to create a
school climate that is both peaceful and nurturing, which in turn produces an environment where
students experience greater educational achievement. Workshops were also provided to the
paraeducators based on their job function. Besides professional development days, teachers receive
training through attendance at workshops and conferences supported by state and federal categorical
programs or part of a district curriculum review team. Throughout the school year many teachers meet
in small professional study groups after school or on Saturdays to focus on specific curriculum areas.
Workshops were also provided to paraeducators based on job function. Besides professional
development days, teachers receive training through attendance at workshops and conferences
supported by state and federal categorical programs or as part of a district curriculum review team.

 
 

Quality and Currency of Textbooks and Other Instructional Materials
 
 Our school has extensive classroom materials and the latest technology for students.
All students areprovided with textbooks and materials needed to meet the district-adopted curriculum. Paso Joint
Unified School District sets a high priority on ensuring that there are current textbooks to support the
instructional programs. Adoptions are coordinated with the State’s cycle, ensuring that textbooks are
always current. Teachers, parents, and district staff participate in textbook adoption recommendations
for adoptions to be approved by the Board of Trustees. During the 2000-01 school year, we upgraded
our teaching resources in grades 4 and 5 history and social studies to meet state standards. In grades
1-3 we completed teaching units for life science that met the state science standards. Besides the basic
textbooks, students have access to an abundance of instructional materials. These support materials
include classroom math manipulative kits, science materials, calculators, classroom "mini-libraries," and
at least one computer in all classrooms. Our school’s library is well stocked with up-to-date books, and
there is an ongoing program to purchase new books throughout the year. The library is connected to the
school’s computer lab. Currently, technology is used as a learning tool. Our students use it for
information processing, skill development, artistic exploration, and to enhance student lea