Executive Summary School Accountability Report Card, 2005-06

For Virginia Peterson Elementary School   

 Address:  2501 Beechwood Dr., Paso Robles CA 93446-     Phone Number:  (805) 237-3401   
 Principal:  Wayne Peterson , Principal   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
Virginia Peterson School provides a standards-driven curriculum that engages all students in meaningful learning experiences.

The staff works collaboratively with families to foster a nurturing, safe, respectful school community that promotes each child’s responsibility and love for life-long learning. 
 


Student Enrollment
 
 Group 
 Enrollment 
 Number of Students 478    
 African American    2.7 % 
 American Indian or Alaska Native    0.4 % 
 Asian    0.8 % 
 Filipino    0.4 % 
 Hispanic or Latino    47.7 %  
 Pacific Islander    0.0 % 
 White (Not Hispanic)    47.7 % 
 Multiple or No Response    0.2 % 
 Socioeconomically Disadvantaged    42.9 % 
 English Learners    34.0 % 
 Students with Disabilities    14.0 % 

Teachers
 
 Indicators 
 Teachers 
 Teachers With Full Credential   
29 
 Teachers Without Full Credential   
0 
 Teachers Teaching Outside   
   Subject Area of Competence
0
 Misassignments of Teachers   
   of English Learners
1
 Total Teacher Misassignments   
1


 School Facilities
 
Summary of Most Recent Site Inspection
Inspected 11/27/06. No major deficiencies found. Minor concerns being addressed through normal work order system.

Repairs Needed
No major repairs necessary. Minor concerns addressed through normal work order system.

Corrective Actions Taken or Planned
No major repairs necessary. 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            $4,200.17  
 District   $4,424.42  
 State   $4,743


Student Performance
 
 
 
 
 Subject
 Students Proficient
and Above on
California
Standards Tests
 English-Language Arts    41 
 Mathematics    51 
 Science    29 
 History-Social Science     

Academic Progress
 
 
 
 
 Indicator
 
 
 
    Result    
 2006 API Growth Score   
   (from 2006 API Growth Report)		  754
 Statewide Rank   
   (from 2005 API Base Report)   		  6
 2006-07 Program Improvement Status     Not 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.
School District
 School Name  Virginia Peterson Elementary  District Name  Paso Robles Joint Unified
 Street  2501 Beechwood Dr.  Phone Number 805.238.2222
 City, State, Zip  Paso Robles, CA    93446-  Web Site www.pasoschools.org/peterson
 Phone Number 805.237.3401  Superintendent Patrick J. Sayne, Ed.D.
 Principal Wayne peterson , Principal  E-mail Address psayne@king.prps.k12.ca.us
 E-mail Address wpeterson@king.prps.k12.ca.us  ---  ---

School Description and Mission Statement
This section provides information about the school's goals and programs.
Virginia Peterson School provides a standards-driven curriculum that engages all students in meaningful learning experiences.

 The staff works collaboratively with families to foster a nurturing, safe, respectful school community that promotes each child’s responsibility and love for life-long learning.   
 


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. 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 80   Grade 8 0 
 Grade 1 81   Ungraded Elementary 0 
 Grade 2 82   Grade 9 0 
 Grade 3 84   Grade 10 0 
 Grade 4 64   Grade 11 0 
 Grade 5 87   Grade 12 0 
 Grade 6 0   Ungraded Secondary 0 
 Grade 7 0   Total Enrollment 478 

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 2.7   White (not Hispanic) 47.7 
 American Indian or Alaska Native 0.4   Multiple or No Response 0.2 
 Asian 0.8   Socioeconomically Disadvantaged 42.9 
 Filipino 0.4   English Learners 34.0 
 Hispanic or Latino 47.7   Students with Disabilities 14.0 
 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  18.6  5      18.8  5      19.0  5    
 1  19.0  3      19.3  4      20.0  4    
 2  18.7  3      18.3  3      19.5  4    
 3  20.0  4      19.0  4      19.8  4    
 4  30.0    2    29.5    2    30.0    2  
 5  29.5    2    29.3    3    28.0    3  
 6                        
 K-3  20.0  1                    
 3-4                        
 4-8  30.0    1                  
 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 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. 

Fire, disaster, and intruder-on-campus drills are performed on a regular basis. During fire drills, students are evacuated to the playground/field area. During disaster and intruder drills, students remain in their classroom with window coverings drawn and doors locked until further directions. Each month of the school year we have either a fire drill, earthquake drill, intruder on campus drill or a lock-down drill.  During the subsequent staff meeting, time is given to review the drill results and to make any changes as needed. Included in the monthly drill are two district-wide drills a  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 are
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.
 
 Our "Community of Caring"/Peace Leaders Program provides children with a consistent message about the important school and community values of family, respect, responsibility, caring and trust. These values are posted in each classroom. Teachers incorporate these words into classroom discussions and curricular planning.

Student Recognition/Awards
Children are recognized for following school rules. Each month at an awards assembly, the principal presents children with certificates for modeling the values from "Community of Caring," and for Academic Excellence in an area of the curriculum. During the day students may receive a positive behavior ticket which can be used to earn a reward for their classroom after the class collects 100 tickets.


Discipline
Parents and students receive a copy of the "Positive Panda Good Behavior Book" to read at the beginning of the school year. This book explains the school rules, how children will be recognized for appropriate behavior, and consequences for breaking school rules. The book also provides information on how students can solve their own problems.

 
Grades and Absences
Grades and absences are monitored to identify students who need extra help. Appropriate intervention can take place through student and parent counseling, guided support groups, group and individual education on substance abuse, child abuse issues, and parenting education. Children are recognized at each trimester grading period for citizenship, attendance and academic excellence. Children are encouraged to attend school every day and to be on time. Truancy is monitored by the classroom teacher as well as the Principal. Letters are sent to parents when an attendance concern arises. Excessive truants are recommended to the School Attendance Review Board (SARB.)

Some of the Program Highlights Virginia Peterson School has to offer our students:
• A Community of Caring /PAX School/Peaceful Playground Program
• Active PTA and classroom volunteer program
• School Improvement Program
• Active parent/staff School Site Council
• 20-station computer lab and classroom video centers
• Mini-computer centers in school classroom
• Full-service student library and parent resource library
• Extensive student support services: Band, Psychologist, Classroom Music, Reading Specialist
• Counselor, Special Education Classes, Nurse, Speech Services, P.E. Specialist,

• Primary Intervention Program
• English Acquisition Program
• Gifted and Talented Education (GATE)
• Student Study Team (SST)
• Student Council
• Standards-driven language arts, math, science, social studies curriculum
• Monthly awards assembly to recognize student achievement
• PTA-sponsored field trips, student assemblies, Read-a-Thon, family nights and student store
• Science Faire, Art Faire, SLO County Writing Contest, Math/Science Night
• Title I Parent Education Presentations
• DARE substance abuse prevention program for grades 4-5
• After school Homework Club
• Community service projects
* After school childcare  


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
5%
3%
6%
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 is a modern comprehensive elementary school campus. The campus includes 18 regular classrooms, 6 portable classrooms, specialist rooms for special education, special reading, Bilingual education, speech, counselor, psychologist and Primary Intervention Program. A multipurpose room provides space for lunch and a stage for assemblies. All children attend school in a classroom appropriate to supporting the district educational program. A well-trained and dedicated custodial staff provides staff and students with clean classrooms and restrooms daily. Maintenance at the site and district level is ongoing. Specialists such as electricians, groundskeepers, painters and craftsmen perform repairs on call.

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  24  29  29  374
 Without Full Credential  0  0  0  3
 Teaching Outside Subject Area of Competence        ---

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 4 1  
 Total Teacher Misassignments 4 1  
 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   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.
Providing high quality instruction is crucial. Our teachers are recognized throughout the county 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 supervisors.

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
5,352.24
1,152.08
4,200.17
$54,563
 District
5,334.87
910.46
4,424.42
 $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.

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

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  35  42  41  39  44  44  36  40  42
 Mathematics  48  56  51  42  47  47  34  38  40
 Science  26  49  29  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  36  55  *  
 American Indian or Alaska Native  *  *    
 Asian  *  *    
 Filipino  *  *    
 Hispanic or Latino  20  35  3  
 Pacific Islander        
 White (Not Hispanic)  60  66  45  
 Male  44  59  46  
 Female  38  44  16  
 Economically Disadvantaged  16  32  3  
 English Learners  14  27  0  
 Students with Disabilities  14  27  8  
 Students Receiving Migrant Education Services  8  23  *  

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  44  43  34  48  49  52  43  41  42
 Mathematics  53  48  57  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  17  39
 Pacific Islander    
 White (not Hispanic)  47  74
 Male  39  61
 Female  26  50
 Economically Disadvantaged  15  41
 English Learners  6  24
 Students with Disabilities  31  31
 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