| Executive Summary School Accountability Report Card, 2005-06 |
| For Winifred Pifer Elementary School |
| Address: | 1350 Creston Rd., Paso Robles CA 93447-7010 | Phone Number: | (805) 237-3393 |
| Principal: | Dr. Ruben Canales | 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
|
| Winifred Pifer Elementary School’s mission is to promote a well-balanced curriculum that motivates student learning through challenging instructional strategies with high student expectations. We will provide a stimulating and nurturing environment where creativity, diversity and individuality are celebrated and where students become lifelong learners who are confident, competent, contributing members of society.
Of the six elementary schools in Paso Robles, Winifred Pifer is the largest school serving over 520 children. Significant academic gains have been in made in both language arts and mathematics. Open Court serves as the core English Language Arts program with children receiving an additional hour reading instruction at their reading performance level. Classroom teachers, four part time tutorial teachers, an English Language Development teacher and a Reading Specialist Teacher work collaboratively to ensure every child becomes a proficient reader. Winifred Pifer Elementary School's biggest challenge is educating English Language Learners as they assimilate into their new language and culture. Action steps found in the Single School Plan address how the needs of English Language Learners will be met over the next three years. A positive learning environment exists at Winifred Pifer Elementary. A dedicated teaching staff; as well as, support staff are committed to making a positive difference in the life of each child who attends Pifer School. |
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School Facilities
| Summary of Most Recent Site Inspection
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| Inspected 9/18/06. No major deficiencies found. Minor concerns (stained tiles, light ballasts) being addressed through normal work order system. |
| Repairs Needed
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| No major repairs necessary Minor concerns addressed through normal work order system. |
| Corrective Actions Taken or Planned
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| No major repairs necessary Minor concerns addressed through normal work order system. |
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| 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 | Winifred Pifer Elementary | District Name | Paso Robles Joint Unified |
| Street | 1350 Creston Rd. | Phone Number | 805.238.2222 |
| City, State, Zip | Paso Robles, CA 93447-7010 | Web Site | www.pasoschools.org/pifer |
| Phone Number | (805) 237 - 3393 | Superintendent | Patrick J. Sayne, Ed.D. |
| Principal | Dr. Ruben Canales | E-mail Address | psayne@king.prps.12.ca.us |
| E-mail Address | rcanales@king.prps.k12.ca.us | --- | --- |
School Description and Mission Statement
This section provides information about the school's goals and programs.
| Winifred Pifer Elementary School’s mission is to promote a well-balanced curriculum that motivates student learning through challenging instructional strategies with high student expectations. We will provide a stimulating and nurturing environment where creativity, diversity and individuality are celebrated and where students become lifelong learners who are confident, competent, contributing members of society. Of the six elementary schools in Paso Robles, Winifred Pifer is the largest school serving over 520 children. Significant academic gains have been in made in both language arts and mathematics. Open Court serves as the core English Language Arts program with children receiving an additional hour reading instruction at their reading performance level. Classroom teachers, four part time tutorial teachers, an English Language Development teacher and a Reading Specialist Teacher work collaboratively to ensure every child becomes a proficient reader. Winifred Pifer Elementary School's biggest challenge is educating English Language Learners as they assimilate into their new language and culture. Action steps found in the Single School Plan address how the needs of English Language Learners will be met over the next three years. A positive learning environment exists at Winifred Pifer Elementary. A dedicated teaching staff; as well as, support staff are committed to making a positive difference in the life of each child who attends Pifer School. |
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 | 74 | Ungraded Elementary | 0 |
| Grade 2 | 84 | Grade 9 | 0 |
| Grade 3 | 78 | Grade 10 | 0 |
| Grade 4 | 95 | Grade 11 | 0 |
| Grade 5 | 126 | Grade 12 | 0 |
| Grade 6 | 0 | Ungraded Secondary | 0 |
| Grade 7 | 0 | Total Enrollment | 537 |
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 | 1.9 | White (not Hispanic) | 39.5 |
| American Indian or Alaska Native | 1.3 | Multiple or No Response | 4.1 |
| Asian | 0.6 | Socioeconomically Disadvantaged | 50.8 |
| Filipino | 0.2 | English Learners | 35.0 |
| Hispanic or Latino | 52.3 | Students with Disabilities | 6.0 |
| Pacific Islander | 0.2 | --- | --- |
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 | 20.0 | 5 | 17.4 | 5 | 20.0 | 5 | ||||||
| 1 | 19.5 | 4 | 20.0 | 3 | 20.0 | 3 | ||||||
| 2 | 19.8 | 4 | 20.0 | 4 | 19.5 | 4 | ||||||
| 3 | 20.0 | 5 | 18.8 | 6 | 19.4 | 5 | ||||||
| 4 | 30.0 | 3 | 29.8 | 4 | 31.7 | 3 | ||||||
| 5 | 31.0 | 2 | 27.8 | 5 | 31.4 | 5 | ||||||
| 6 | ||||||||||||
| K-3 | 18.0 | 2 | 20.0 | 1 | ||||||||
| 3-4 | ||||||||||||
| 4-8 | 26.5 | 2 | ||||||||||
| 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.
| 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.
| Discipline The key to our discipline plan at Pifer Elementary is communication with the home. Teachers are encouraged to phone parents whenever they have concerns or want to share positive comments. When behavior is serious enough, students are sent to the office to be counseled by the principal. At these times, the principal may make phone contact with parents or ask for a conference involving the student, the teacher, the parents, and the principal. Our endeavor is to turn undesirable behavior into positive behavior, and this works best when the school and the home work together for the benefit of the child. We recognize that children learn best in an environment that is stable and predictable, so we always strive to be firm and fair when dealing with discipline. Grades and Absences Grades and absences are monitored to identify students who need extra help, and appropriate intervention can take place through student and parent counseling, trained volunteer advisors, guided support groups, group and individual education on substance abuse, child abuse issues, and parenting education. Learning Environment/Positive achievements We also acknowledge that students thrive in an environment that recognizes their positive achievements, so the entire staff works hard to promote productive behavior. This begins in every classroom, where each teacher has designed his/her own behavior rewards system. On the playground, supervisors provide "Show Me Five" slips which are turned in to their teachers for special awards. Some of the program highlights Winifred Pifer School has to offer our students: • State-of-the-art technology in classrooms & computer lab • Early Intervention Reading assistance for identified students • Primary Language instruction for students acquiring English • Fine Arts integrated into the curriculum • PTA-sponsored field trips for every classroom • After-school academic support program • An active Student Council • Parent involvement in the classroom and with school activities • Family Fun Nights sponsored by the PTA and Student Council • Parent resource library with over 400 books and tapes for parents on a variety of topics • Read-a-Thon recognizes and rewards students and parents for reading together • DARE substance abuse prevention program for all fifth graders • Principals Golden Homework Award Program • Awards Assemblies • Newcomer Program • Targeted Assistance Program |
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 | 4% |
4% |
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 facility is a modern comprehensive elementary school campus which includes 34 classrooms, a multipurpose room with a stage, a library, a computer technology lab, an office/workroom/lounge facility, a PRYDE day care program, a huge playground, and one County Special Day Class Preschool building. Due to the efforts of a dedicated custodial staff, the campus is extraordinarily clean and in excellent repair. Our head custodian handles many of the minor repairs, and more involved projects are dealt with promptly by district maintenance staff. Our school provides a safe, clean and well-equipped environment for students to learn. All school activities are supervised, and fire and disaster drills are performed on a regular basis. Our custodial 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 |
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| Hazardous Materials (interior and exterior) | Yes |
||
| Structural Damage | Yes |
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| Fire Safety | Yes |
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| Electrical (interior and exterior) | Yes |
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| Pest/Vermin Infestation | Yes |
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| Drinking Fountains (inside and outside) | Yes |
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| 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 | 34 | 34 | 34 | 374 |
| Without Full Credential | 0 | 0 | 0 | 3 |
| Teaching Outside Subject Area of Competence | 0 | 0 | 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 | 2 | 2 | 2 |
| Total Teacher Misassignments | 2 | 2 | 2 |
| 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.
| 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 | 1 | |
| Library Media Teacher (Librarian) | 1 | --- |
| Library Media Services Staff (paraprofessional) | 1.8 |
--- |
| Psychologist | .8 | --- |
| Social Worker | --- | |
| Nurse | .8 |
--- |
| Speech/Language/Hearing Specialist | 6 | --- |
| 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 | 4,956.21 |
857.36 |
4,098.85 |
$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. 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 | 42 | 46 | 45 | 39 | 44 | 44 | 36 | 40 | 42 |
| Mathematics | 51 | 55 | 51 | 42 | 47 | 47 | 34 | 38 | 40 |
| Science | 24 | 25 | 37 | 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 | 32 | 39 | 18 | |
| Pacific Islander | * | * | * | |
| White (Not Hispanic) | 61 | 68 | 56 | |
| Male | 43 | 52 | 46 | |
| Female | 47 | 49 | 29 | |
| Economically Disadvantaged | 33 | 40 | 21 | |
| English Learners | 23 | 30 | 3 | |
| Students with Disabilities | 12 | 29 | * | |
| Students Receiving Migrant Education Services | 14 | 23 | 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 | 46 | 39 | 56 | 48 | 49 | 52 | 43 | 41 | 42 |
| Mathematics | 58 | 59 | 55 | 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 | 47 | 42 |
| Pacific Islander | ||
| White (not Hispanic) | 67 | 73 |
| Male | 49 | 55 |
| Female | 68 | 55 |
| Economically Disadvantaged | 45 | 40 |
| English Learners | 36 | 32 |
| 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 | 7.5 |
| 7 | |
| 9 |
IX. Accountability
Academ