Executive Summary School Accountability Report Card, 2005-06

For George H. Flamson Middle School   

 Address: 655 24th St., Paso Robles CA 93447-7010    Phone Number: (805) 237-3350   
 Principal: Frank Galicia    Grade Span: 6-8   

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
Flamson is proud of our hard-working teachers, support staff and administrators whose mission is to
teach and support the following five core values:

Family–foster a partnership among family, school, and community

Caring–ensure a safe, positive learning environment where academic excellence is emphasized,
student achievement is measured and data is used to guide instruction

Respect & Responsibility–teach social and democratic values that instill personal respect and social
responsibility

Trust–demonstrate and expect trustworthy behavior in all student/staff relationship

Student Enrollment
 
 Group 
 Enrollment 
 Number of Students 738    
 African American    3.1 % 
 American Indian or Alaska Native    0.7 % 
 Asian    0.8 % 
 Filipino    0.9 % 
 Hispanic or Latino    45.3 %  
 Pacific Islander    0.5 % 
 White (Not Hispanic)    47.6 % 
 Multiple or No Response    1.1 % 
 Socioeconomically Disadvantaged    43.4 % 
 English Learners    24.0 % 
 Students with Disabilities    15.0 % 

Teachers
 
 Indicators 
 Teachers 
 Teachers With Full Credential   37 
 Teachers Without Full Credential   0 
 Teachers Teaching Outside   
   Subject Area of Competence		 
 Misassignments of Teachers   
   of English Learners		 
 Total Teacher Misassignments    


 School Facilities
 
Summary of Most Recent Site Inspection
Inspected 10/06/06. No major deficiencies found. Minor concerns (breeze-way paint chipping, tiles missing in Boy’s locker room, some ballasts out) 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            $4,528.38  
 District   $4,424.42  
 State  $4,743


Student Performance
 
 
 
 
 Subject
 Students Proficient
and Above on
California
Standards Tests
 English-Language Arts   39 
 Mathematics   31 
 Science   33 
 History-Social Science   35 

Academic Progress
 
 
 
 
 Indicator
 
 
 
    Result    
 2006 API Growth Score   
   (from 2006 API Growth Report)		 694
 Statewide Rank   
   (from 2005 API Base Report)   		 5
 2006-07 Program Improvement Status    In PI


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 George H. Flamson Middle District Name Paso Robles Joint Unified
 Street 655 24th St. Phone Number 805.238.2222
 City, State, Zip Paso Robles, CA    93447-7010 Web Site www.pasoschools.org/flamson
 Phone Number805.237.3350  Superintendent Patrick J. Sayne, Ed.D.
 Principal Frank Galicia  E-mail Address psayne@king.prps.k12.ca.us
 E-mail Address fgalicia@king.prps.k12.ca.us  --- ---
       

School Description and Mission Statement
This section provides information about the school's goals and programs.
Flamson is proud of our hard-working teachers, support staff and administrators whose mission is to
teach and support the following five core values:

Family–foster a partnership among family, school, and community

Caring–ensure a safe, positive learning environment where academic excellence is emphasized,
student achievement is measured and data is used to guide instruction

Respect & Responsibility–teach social and democratic values that instill personal respect and social
responsibility

Trust–demonstrate and expect trustworthy behavior in all student/staff relationship
 

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 PTSA and the various organization’s partnerships, who have contributed thousands
of volunteer 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 higher education or entry into the workforce.

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 0  Grade 8 271 
 Grade 1 0  Ungraded Elementary 0 
 Grade 2 0  Grade 9 0 
 Grade 3 0  Grade 10 0 
 Grade 4 0  Grade 11 0 
 Grade 5 0  Grade 12 0 
 Grade 6 209  Ungraded Secondary 0 
 Grade 7 258  Total Enrollment 738 

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 3.1  White (not Hispanic) 47.6 
 American Indian or Alaska Native 0.7  Multiple or No Response 1.1 
 Asian 0.8  Socioeconomically Disadvantaged 43.4 
 Filipino 0.9  English Learners 24.0 
 Hispanic or Latino 45.3  Students with Disabilities 15.0 
 Pacific Islander 0.5  --- ---

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).
 
  No data are available for this section

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).
 Subject 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+
 English 28.0 4 51 5 27.1 12 40 4 25.0 15 45 
 Mathematics 26.0 8 23 2 26.4 5 25  24.2 8 23 
 Science 27.9 3 27  28.9 2 22  25.1 5 24 
 Social Science 28.0 2 26 2 27.1 6 19 3 25.0 7 22 

Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten through grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.
 
  No data are available for this section

II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.
 
 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.
  Students are recognized and rewarded for academic achievement and
Caring values in many ways. Academic Awards include Honor Roll, High
Honor Roll. Students who maintain a grade point average above 3.00
recognized twice each year. Academic Competitions such as the County
Rotary Writing Contest and the Science Olympiad honor students for
or subject area. Athletic Awards are given to students for outstanding
volleyball, basketball, wrestling and track. The awards are donated by local businesses
admission to theaters or bowling alleys. Our Student and Parent-of-the-
through the Paso Robles Exchange Club. Students are recognized for
and parents are selected by students for supporting them in school.

Some of the Program Highlights Flamson Middle School has to offer students:
• A Community of Caring School
• Student-centered, hands-on instruction
• Friendly, supportive faculty
• Technology throughout the school
• Computer lab
• Array of exploratory classes
• After-school and lunchtime homework assistance
• A program for identified Gifted and Talented (GATE) students in grades 6 through 8
• English Language Development (ELD)

• Dual Immersion Instruction

• Choral and instrumental music program
• After-school sports program
• Peer Communicators program
• Special Learning Events: Future Problem Solvers, History Day, Science Olympiad, Rotary Blue Essay
Contest, County-Wide Writing Contest, MESA State and County Competitions
• Community Support through the Youth Task Force, Smart Moves
• DARE
• Active PTSA, School Site Council, and AIM counselors
• Community and business partnerships
• Student- & Parent-of-the-month Programs
• School-wide 5K Run

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
22%
18%
14%
12%
13%
14%
 Expulsions
2%
1%
1%
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 school is a comprehensive middle school, which includes 23 general classrooms, five science labs, two computer labs, a music room, a home economics building, a gymnasium, and a library. The main building was built in 1924, remodeled in 1960 and damaged beyond repair in the 2003 earthquake. Since the earthquake many portables have been moved onto our campus to accommodate the needs of our students and staff these portables include: 23 classrooms, one library, three restrooms and two administrative offices.  Over the years many improvement projects have helped keep our facility up to date. Some of these projects include the following: installing air conditioning, wiring the entire campus for Internet access, digging up the quad to install conduits and replace plumbing, remodeling the music room and technology labs.  Plans are in place to rebuild the main building, multipurpose room and administrative offices.

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.

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 42 35 37 374
 Without Full Credential 0 0 0 3
 Teaching Outside Subject Area of Competence   6  24

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 9 4  
 Total Teacher Misassignments 9 4  
 Vacant Teacher Positions 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  93.6 6.4
 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.
 
 Our teachers are recognized throughout the county, state, and nation for their knowledge and
expertise. Our staff is fully credentialed to teach within their subject or specialty areas. More than thirty
percent of our teaching staff holds education credentials of a master’s degree or above. To honor our
outstanding teaching professionals, our elementary schools have been named after former educators in
the community. Many of these educators continue to remain active volunteers at their "namesake"
schools.

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 a central office
supervisor.
 

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  2.0  369.0
 Library Media Teacher (Librarian)  1.0 ---
 Library Media Services Staff (paraprofessional) 1  ---
 Psychologist .6  ---
 Social Worker  ---
 Nurse .25  ---
 Speech/Language/Hearing Specialist .25  ---
 Resource Specialist (non-teaching) 3  ---
 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 ArtsThe 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
5,571.93
1,043.54
4,528.38
 $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.

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.

API

K-3 CSR

TITLE I

TITLE V*

LIBRARY MATLS

NEW SCHL SAFETY

SPECIAL ED

EIA

ED TECH STAFF DEVEL

GATE

SIP
 
 
 

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 33 37 39 39 44 44 36 40 42
 Mathematics 37 33 31 42 47 47 34 38 40
 Science   33 28 29 34 25 27 35
 History-Social Science 22 33 35 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 35 15 * *
 American Indian or Alaska Native * * * *
 Asian * * * *
 Filipino * * * *
 Hispanic or Latino 18 15 19 21
 Pacific Islander * * * *
 White (Not Hispanic) 58 46 43 46
 Male 37 34 37 37
 Female 41 27 30 33
 Economically Disadvantaged 17 15 16 19
 English Learners 3 6 9 4
 Students with Disabilities 14 15 12 18
 Students Receiving Migrant Education Services 2 12 0 0

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 45 53 51 48 49 52 43 41 42
 Mathematics 46 43 49 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 29 29
 Pacific Islander * *
 White (not Hispanic) 74 70
 Male 51 53
 Female 52 44
 Economically Disadvantaged 31 32
 English Learners 8 8
 Students with Disabilities 31 19
 Students Receiving Migrant Education Services 17 17

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 
 7 19.0
 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 6 5 5
 Similar Schools 7 4 2

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 -14 -7 5 694
 African American    
 American Indian or Alaska Native    
 Asian    
 Filipino    
 Hispanic or Latino -1 -11 10 592
 Pacific Islander    
 White (not Hispanic) -22 16 6 781
 Socioeconomically Disadvantaged -5 -28 16 584
 English Learners -- -- -6 544
 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.
 
 
 

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 No No
 Participation Rate - English-Language Arts No No
 Participation Rate - Mathematics No No
 Percent Proficient - English-Language Arts No No
 Percent Proficient - Mathematics No 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/.
 Indicator    School       District   
 Program Improvement Status  In PI Not In PI
 First Year of Program Improvement Implementation  2006-2007 
 Year in Program Improvement  Year 1 
 Number of Schools Currently in Program Improvement  --- 3
 Percent of Schools Currently in Program Improvement  --- 25.0

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Indicator School District State
 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05
 Dropout Rate (1-year) 0.0 0.0 0.0 5.7 2.3 2.9 3.2 3.3 3.1
 Graduation Rate    88.9 82.1 84.1 86.7 85.3 84.9

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.
 
  No data are available for this section

Career Technical Education Programs
This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.
 
 
 

Career Technical Education Participation
This table displays information about participation in the school's CTE programs.
 Measure  CTE Program Participation
 Number of Pupils 
 Percent of pupils completing a CTE program
 and earning a high school diploma		 
 Percent of CTE courses sequenced or
 articulated between the school and institutions
 of postsecondary education		 

Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 
  No data are available for this section

Advanced Placement Courses
This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 
  No data are available for this section

College Admission Test Preparation Course Program
This section provides information about the school's college admission test preparation course program.
 
 
 

SAT Reasoning Test
This table displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. 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

X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.
 
 Instructional Program/Standards
Paso Robles Public Schools has a high quality instructional program. Course descriptions in math,
reading/language arts, science, and social studies are aligned with current state frameworks. The
textbooks and programs used in these core curriculum areas were all adopted for use by the California
State Board of Education. Following the adoption of state standards in mathematics, science, history,
social science and language arts in the district has been in the process of aligning the district grade
level standards to the state standards. A well-trained and dedicated staff works to assist students in
meeting the grade level standards. A variety of elective courses are also offered to students. Wherever
possible, state and national documents are used to develop elective courses. Staff also seeks out
exemplary demonstration programs for middle school students. Textbooks and core instructional
materials are provided to all students.
 

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.
 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. Teachers also 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.