Executive Summary School Accountability Report Card, 2005-06

For Pat Butler Elementary School   

 Address: 700 Nicklaus St., Paso Robles CA 93446-    Phone Number: (805) 237-3407   
 Principal: Tracey Hockett    Grade Span: K-5   

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School
Pat Butler School has a well-defined school-wide discipline policy that emphasizes the positive. Each child, at the beginning of the year, receives the "Pat Butler School Good Behavior Handbook" that explains the rules, acceptable behaviors, positive rewards, and consequences for inappropriate behaviors. Parents and students sign an agreement to support the plan for maintaining positive behavior. Classroom rules and consequences are developed by each teacher with student input. Through the school citizenship program, students receive awards and are honored at Student of the Month assemblies. Their names are listed in the school newsletter. The PAX Leader Program, designed to promote productivity, peace, health and happiness in order to improve positive learning, was implemented this year.

Some of the Program Highlights Pat Butler School has to offer students:

• Integrated technology
• Reading Extravaganza
• PAX Council
• Student Council leadership
• DARE program for 4th & 5th grades
• Gifted and Talented Education (GATE)
• PTA-sponsored field trips
• Active and supportive PTA
• "Big-Buddy Little-Buddy"
• Student-of-the-Month awards
• Parent resource library
• Noontime Homework Support Club
• Lunch Book Club
• Math Club
• Evening student performances
• Student Study Team
• PAX Leaders
• Active School Site Council
• Unique playground activities
• Before-school and after-school reading intervention programs
• Chorus


Student Enrollment
 
 Group 
 Enrollment 
 Number of Students 425    
 African American    3.5 % 
 American Indian or Alaska Native    1.4 % 
 Asian    2.6 % 
 Filipino    0.7 % 
 Hispanic or Latino    20.9 %  
 Pacific Islander    0.0 % 
 White (Not Hispanic)    70.1 % 
 Multiple or No Response    0.7 % 
 Socioeconomically Disadvantaged    19.7 % 
 English Learners    10.0 % 
 Students with Disabilities    11.0 % 

Teachers
 
 Indicators 
 Teachers 
 Teachers With Full Credential   21 
 Teachers Without Full Credential   0 
 Teachers Teaching Outside   
   Subject Area of Competence		 
 Misassignments of Teachers   
   of English Learners		 1
 Total Teacher Misassignments    1


 School Facilities
 
Summary of Most Recent Site Inspection
Inspected 9/21/06. No major deficiencies found. Minor concerns being addressed through normal work order system

Repairs Needed
No major repairs necessary.

Corrective Actions Taken or Planned
Minor concerns addressed through normal work order system.


Curriculum and Instructional Materials
 
 
 
 
 Core Curriculum Areas
 Pupils Who Lack
Textbooks and
Instructional
Materials
 Reading/Language Arts 0  %  
 Mathematics 0  %  
 Science 0  %  
 History-Social Science 0  %  
 Foreign Language 0  %  
 Health 0  %  
 Science Laboratory Equipment   
   (grades 9-12)		 0  %  

School Finances
 
 
 
 
 Level
 Expenditures
Per Pupil
(Unrestricted
Sources Only)
 School Site            $4,603.79  
 District   $4,424.42  
 State  $4,743


Student Performance
 
 
 
 
 Subject
 Students Proficient
and Above on
California
Standards Tests
 English-Language Arts   61 
 Mathematics   73 
 Science   44 
 History-Social Science    

Academic Progress
 
 
 
 
 Indicator
 
 
 
    Result    
 2006 API Growth Score   
   (from 2006 API Growth Report)		 846
 Statewide Rank   
   (from 2005 API Base Report)   		 9
 2006-07 Program Improvement Status    


School Completion
 
 
 Indicator 
 
 Result 
 Graduation Rate   

Postsecondary Preparation
 
 
 Measures
 Percent of 
 Graduates 
 Completed a Career Technical 
   Education Program		   
 Completed All Courses Required 
   for University of California
   California State University Admission   		 



    School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information
This section provides the school's contact information.
SchoolDistrict
 School Name Pat Butler Elementary District Name Paso Robles Joint Unified
 Street 700 Nicklaus St. Phone Number 805.237.3407
 City, State, Zip Paso Robles, CA    93446- Web Site www.pasoschools.org/butler
 Phone Number 805.237.3407  Superintendent Patrick J. Sayne, Ed.D.
 Principal Mr. Tracey Hockett  E-mail Address psayne@king.prps.k12.ca.us
 E-mail Address thockett@king.prps.k12.ca.us  --- ---

School Description and Mission Statement
This section provides information about the school's goals and programs.
 
 Pat Butler Elementary is a safe and nurturing cohesive community of learners dedicated to the academic achievement and the social and emotional development of every child, preparing them to become productive and responsible members of society with a lifelong love of learning.
Vision Statement: 
Staff and parents work together to foster a creative, safe interactive learning environment that teaches critical thinking skills, responsibility, inquiry methods and problem solving strategies, in addition to the basic skills. 

Curriculum development reflects current research-based methods that enhance student achievement in meeting District and State standards and the school’s high expectations for all students.  Our multi-faceted curriculum is diverse in methodology, incorporating a variety of learning styles and addressing assessed needs. 

Student achievement is monitored and reported through a coordinated series of State Standards and District assessments aligned with the standards, along with student use of rubrics.  This information serves to direct instruction as well as communicate progress.  Staff and site administration meet regularly to discuss and monitor student progress and interventions.

 An integral element of each child’s educational experience is the wide variety of collaborative home-school relationships made available to families enhancing student development, safety and supporting school programs.


Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
 
 We are indebted to our very supportive and involved community. There are many opportunities for parents and community to be involved in the school’s academic and extracurricular activities. We are proud of our active PTA and the volunteers who have contributed thousands of hours. We appreciate the ongoing support we receive from our local businesses and foundations. The community takes pride in being involved in a wide variety of school activities. Student events are attended by supporters from all segments of the community, including merchants, school children, retirees, neighbors, parents and friends. Working together with our parents and the community, we are dedicated to preparing our students for success in school.
 

Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.
 Grade Level Number of Students Grade Level Number of Students
 Kindergarten 66  Grade 8 0 
 Grade 1 74  Ungraded Elementary 0 
 Grade 2 79  Grade 9 0 
 Grade 3 58  Grade 10 0 
 Grade 4 85  Grade 11 0 
 Grade 5 63  Grade 12 0 
 Grade 6 0  Ungraded Secondary 0 
 Grade 7 0  Total Enrollment 425 

Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
 Group Percent of
Total Enrollment		 Group Percent of
Total Enrollment
 African American 3.5  White (not Hispanic) 70.1 
 American Indian or Alaska Native 1.4  Multiple or No Response 0.7 
 Asian 2.6  Socioeconomically Disadvantaged 19.7 
 Filipino 0.7  English Learners 10.0 
 Hispanic or Latino 20.9  Students with Disabilities 11.0 
 Pacific Islander 0.0  --- ---

Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
 Grade
Level		 2003-04 2004-05 2005-06
 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 19.3 3   19.0 4   20.0 3  
 1 17.5 2   19.3 4   20.3 2 1 
 2 18.3 3   17.7 3   19.8 4  
 3 20.0 3   19.5 4   19.3 3  
 4 24.0  3  31.5  2  28.3  3 
 5 27.7  3  32.0  2  31.5  2 
 6            
 K-3         20.0 1  
 3-4            
 4-8            
 Other            

Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
 
  No data are available for this section

Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.
 Grade Level Percent of Students Participating
 2003-04 2004-05 2005-06
 K  100 100 100
 1 100 100 100
 2 100 100 100
 3 100 100 100

II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.

 School Safety and Emergency Response Plans
School site Safety Plan is updated and reviewed annually.  Our school also participates in monthly school wide safety drills.  In addition we also participate in two district wide emergency drills during each school year. 

Safe School and Emergency Response Plans are on file at our school and the district office. Plans are regularly reviewed, and staff is trained annually. Evacuation drills are held on an ongoing basis, and staff members using dangerous chemicals also receive training.

There are four key elements of a safe school plan:
• Safe schools are caring schools. Students in safe schools feel respected and know that the people care
about them and expect them to succeed.
• Safe schools are built through the cooperative effort of parents, students, staff and community members.
• Safe schools communicate high standards. Students know that learning and achievement is encouraged and highly valued.
• Safe schools are prepared. Ongoing training opportunities allow students and staff to increase their opportunity to deal with conflict, anger and other threats to safety. Safe schools have security checks on a regular basis to identify potential physical hazards or the school’s vulnerability to crime and vandalism.
 


School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.
 
 Pat Butler School has a well-defined school-wide discipline policy that emphasizes the positive. Each child, at the beginning of the year, receives the "Pat Butler School Good Behavior Handbook" that explains the rules, acceptable behaviors, positive rewards, and consequences for inappropriate behaviors. Parents and students sign an agreement to support the plan for maintaining positive behavior. Classroom rules and consequences are developed by each teacher with student input. Through the school citizenship program, students receive awards and are honored at Student of the Month assemblies. Their names are listed in the school newsletter. The PAX Leader Program, designed to promote productivity, peace, health and happiness in order to improve positive learning, was implemented this year.

Some of the Program Highlights Pat Butler School has to offer students:

• Integrated technology
• Reading Extravaganza
• PAX Council
• Student Council leadership
• DARE program for 4th & 5th grades
• Gifted and Talented Education (GATE)
• PTA-sponsored field trips
• Active and supportive PTA
• "Big-Buddy Little-Buddy"
• Student-of-the-Month awards
• Parent resource library
• Noontime Homework Support Club
• Lunch Book Club
• Math Club
• Evening student performances
• Student Study Team
• PAX Leaders
• Active School Site Council
• Unique playground activities
• Before-school and after-school reading intervention programs
• Chorus 


Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.
 Rate School District
 2003-04 2004-05 2005-06 2003-04 2004-05 2005-06
 Suspensions
1%
1%
3%
12%
13%
14%
 Expulsions
0
0
0
1%
1%
1%

III. School Facilities

School Facility Conditions and Improvements
This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
 
 Our campus includes 20 classrooms, a multipurpose room, library, computer lab, large playground, and grassy field. Two portables have been added to the playground to accommodate the class size reduction programs. The entire school is very safety conscious as witnessed by the use of the Peaceful Playgrounds program. School vandalism and crime are virtually nonexistent. The playground is supervised by trained parent yard duty personnel to ensure the safety of all students. Pat Butler School provides a clean environment for learning. The custodians, one daytime and one evening, perform basic cleaning operations in every classroom every day. Students are encouraged to take responsibility for keeping the school litter free.

Our custodial staff, office staff, 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.
 

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.
 Item Inspected
 Facility in
Good Repair		 Repair Needed and
Action Taken or Planned
 Yes No
 Gas Leaks
Yes
   
 Mechanical Systems
Yes
   
 Windows/Doors/Gates (interior and exterior)
Yes
   
 Interior Surfaces (walls, floors, and ceilings)
Yes
   
 Hazardous Materials (interior and exterior)
Yes
   
 Structural Damage
Yes
   
 Fire Safety
Yes
   
 Electrical (interior and exterior)
Yes
   
 Pest/Vermin Infestation
Yes
   
 Drinking Fountains (inside and outside)
Yes
   
 Restrooms
Yes
   
 Sewer
Yes
   
 Playground/School Grounds
Yes
   
 Other     

IV. Teachers

Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Teachers School District
   2003-04     2004-05     2005-06     2005-06  
 With Full Credential 19 21 21 374
 Without Full Credential 0 0 0 3
 Teaching Outside Subject Area of Competence   0  ---

Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
 Indicator   2004-05     2005-06     2006-07  
 Misassignments of Teachers of English Learners 1 1 0
 Total Teacher Misassignments 1 1 0
 Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.
 Location of Classes Percent of Classes In Core Academic Subjects
 Taught by
 NCLB Compliant Teachers		 Taught by
 Non-NCLB Compliant Teachers
 This School  100.0 0.0
 All Schools in District  85.0 15.0
 High-Poverty Schools in District  52.0 48.0
 Low-Poverty Schools in District  60.0 40.0

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.
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.

Teacher Evaluation Process
This section provides information about the procedures and the criteria for 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.

V. Support Staff

Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
 Title  Number of FTE
 Assigned to School		  Average Number of
 Students per
 Academic Counselor
 Academic Counselor .2  
 Library Media Teacher (Librarian) .2  ---
 Library Media Services Staff (paraprofessional) 1  ---
 Psychologist .2  ---
 Social Worker    ---
 Nurse .2  ---
 Speech/Language/Hearing Specialist    ---
 Resource Specialist (non-teaching) 1  ---
 Other    ---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.
 Core Curriculum Area Quality, Currency, and
 Availability of Textbooks and
 Instructional Materials		 Percent of Pupils
 Who Lack Their Own
 Assigned Textbooks and
 Instructional Materials
 Reading/Language Arts
The Board of Trustees at the October 11th meeting, 2005 certified that there was a sufficiency of textbooks in all core areas including health and foreign language and adequate 9-12 laboratory space for the 2005-2006 school year.
0
 Mathematics  0
 Science  0
 History-Social Science  0
 Foreign Language  0
 Health  0
 Science Laboratory Equipment (grades 9-12)  0

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
 Level Total
 Expenditures
 Per Pupil		 Expenditures
 Per Pupil
 (Supplemental)		 Expenditures
 Per Pupil
 (Basic)		 Average
 Teacher
 Salary
 School Site
5,018.67
414.88
4,603.79
$54,563
 District
 ---
 ---
 $54,563
 Percent Difference - School Site and District
 ---
 ---
 State
 ---
 ---
 $4,743
 $57,067
 Percent Difference - School Site and State
 ---
 ---

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

API
K-3 CSR
TITLE I
TITLE V*
LIBRARY MATLS
NEW SCHL SAFETY
SPECIAL ED
EIA
ED TECH STAFF DEVEL
GATE
SIP
 
 ALL SCHOOL SITES BENEFIT FROM DISTRICT WIDE RESOURCES SUCH AS INSTRUCTIONAL MATERIALS, LOTTERY, ROUTINE RESTRICTED MAINTENANCE, TITLE II PART A TEACHER QUALITY, DRUG FREE SCHOOLS AND COMMUNITIES, FAMILY AND STUDENT RESOURCE CENTERS, SAFETY, TUPE, AND OTHERS.

ALL ELEMENTARY SITES HAVE EARLY MENTAL HEALTH FUNDS AND CHILD CARE FUNDS.
 

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.
 Category District
 Amount		 State Average
 For Districts
 In Same Category
 Beginning Teacher Salary $35,488 $37,730
 Mid-Range Teacher Salary $52,104 $59,397
 Highest Teacher Salary $66,971 $72,979
 Average Principal Salary (Elementary) $77,533 $90,266
 Average Principal Salary (Middle) $84,570 $95,759
 Average Principal Salary (High) $90,770 $103,395
 Superintendent Salary $127,590 $143,489
 Percent of Budget for Teacher Salaries 44.4 41.5
 Percent of Budget for Administrative Salaries 5.4 5.6

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject School District State
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 English-Language Arts 52 60 61 39 44 44 36 40 42
 Mathematics 62 74 73 42 47 47 34 38 40
 Science 39 37 44 28 29 34 25 27 35
 History-Social Science    32 35 38 29 32 33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
 Group Percent of Students Scoring at Proficient or Advanced
 English-
Language Arts		 Mathematics Science History-
Social Science
 African American * * * 
 American Indian or Alaska Native * *  
 Asian * * * 
 Filipino * * * 
 Hispanic or Latino 41 59 * 
 Pacific Islander    
 White (Not Hispanic) 66 77 54 
 Male 62 78 58 
 Female 60 68 31 
 Economically Disadvantaged 33 48 * 
 English Learners 21 41 * 
 Students with Disabilities 28 41 * 
 Students Receiving Migrant Education Services * * * 

Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
Subject School District State
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 Reading 57 48 65 48 49 52 43 41 42
 Mathematics 72 70 75 54 56 57 51 52 53

NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.
Group Percent of Students Scoring at or
Above the National Average
 Reading Mathematics
 African American * *
 American Indian or Alaska Native * *
 Asian  
 Filipino  
 Hispanic or Latino 58 67
 Pacific Islander  
 White (not Hispanic) 69 78
 Male 72 83
 Female 57 65
 Economically Disadvantaged 31 56
 English Learners * *
 Students with Disabilities * *
 Students Receiving Migrant Education Services * *

Local Assessment Results
Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.
 Grade
Level		  Reading  Writing  Mathematics
 2004  2005  2006  2004  2005  2006  2004  2005  2006
 K       79  83 83      
 1  70  73 69  68  72 68  69  79 75
 2  70  68 71  63  66 66 78 82 81
 3 67  66 65  64  62 60  69  72 61
 4  63   64 60  62  66 68  53  56 60
 5  72  66 72  70  70 71  56  58 57
 6  45  58 41  31 35 51  31  50  
 7  45  58 60  33  28 42  42  35  
 8  45 78 64  44  28 37  43 20  
 9                  
 10                  
 11                  
 12                  

California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE 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.
 Grade Level Percent of
Students Meeting
Fitness Standards
 5 24.6
 7 
 9 

IX. Accountability

Academic Performance Index

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

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.
 API Rank 2003-04 2004-05 2005-06
 Statewide 8 9 9
 Similar Schools 3 5 7

API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
 Group Actual API Change API Score
 2003-04 2004-05 2005-06 2006
 All Students at the School 4 26 -3 846
 African American    
 American Indian or Alaska Native    
 Asian    
 Filipino    
 Hispanic or Latino 5   
 Pacific Islander    
 White (not Hispanic) 1 25 12 868
 Socioeconomically Disadvantaged -4   
 English Learners -- --  
 Students with Disabilities -- --  

State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.
 
 Pat Bulter Elementary School is a California Distinguished School.
 

Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.
 AYP Criteria School District
 Overall Yes No
 Participation Rate - English-Language Arts Yes No
 Participation Rate - Mathematics Yes No
 Percent Proficient - English-Language Arts Yes No
 Percent Proficient - Mathematics Yes Yes
 API Yes Yes
 Graduation Rate N/A Yes

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.