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School Accountability Report Card Reported for School Year 2006-07 Published During 2007-08

2006-07 Executive Summary School Accountability Report Card

George H. Flamson Middle School
Address:  655 24th St. , Paso Robles   CA  93447-7010  Phone:  (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 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 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  741 
African American  3.78  %
American Indian or Alaska Native  0.4  %
Asian  1.08  %
Filipino  1.21  %
Hispanic or Latino  46.42  %
Pacific Islander  0.27  %
White (not Hispanic)  45.48  %
Multiple or No Response  1.35  %
Socioeconomically Disadvantaged  44  %
English Learners  24  %
Students with Disabilities  15  %

Teachers 
Indicator  Teachers 
Teachers with full credential  37 
Teachers without full credential  0 
Teachers Teaching Outside Subject Area of Competence  4
Misassignments of Teachers of English Learners  2
Total Teacher Misassignments   6

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. Groundbreaking for the new building will be Winter 2008 to replace a building demolished by the San Simeon Earthquake.
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 Instructiona Materials 
Reading/Language Arts  0%
Mathematics  0%
Science  0%
History-Social Science  0%
Foreign Language  0%
Health  0%
Science Laboratory Equipment  0%

School Finances 
Level  Expenditures Per Pupil (Unrestricted Sources Only) 
School Site  $5,012
District  $
State   $4,943

Student Performance 
Subject  Students Proficient and Above on California Standards Tests 
English-Language Arts   %
English-Language Arts   %
Science   %
History-Social Science   

Academic Progress 
Indicator  Result 
2007 API Growth Score (from 2007 API Growth Report)  712  
Statewide Rank (from 2007 API Base Report)  4  
2007-08 Program Improvement Status (PI Year)  In PI  

School Completion 
Indicator  Result 
Graduation Rate   

Postsecondary Preparation 
Measures  Percent 
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma   
Graduates Who Completed All Courses Required for University of California or California State University Admission   

2006-07 School Accountability Report Card Reported (SARC)
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 schools contact information. 
School  District 
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 
Phone Number  (805) 237-3350  Superintendent  Kathleen McNamara, Ed.D.
Principal  Frank  Galicia  E-mail Address  kmcnamara@king.prps.k12.ca.us
E-mail Address  fgalicia@king.prps.k12.ca.us CDS Code 40-75457-6101570 

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 
Kindergarten  0 
Grade 1  0 
Grade 2  0 
Grade 3  0 
Grade 4  0 
Grade 5  0 
Grade 6  252 
Grade 7  233 
Grade 8  256 
Ungraded Elementary  0 
Grade 9  0 
Grade 10  0 
Grade 11  0 
Grade 12  0 
Ungraded Secondary  0 
Total Enrollment  741 

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  3.78  % White (not Hispanic)  45.48  %
American Indian or Alaska Native  0.4  % Multiple or No Response  1.35  %
Asian  1.08  % Socioeconomically Disadvantaged  44  %
Filipino  1.21  % English Learners  24  %
Hispanic or Latino  46.42  % Students with Disabilities  15  %
Pacific Islander  0.27  %    

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  2004-05  2005-06  2006-07 
Avg. Class Size  Number of Classrooms  Avg. Class Size  Number of Classrooms  Avg. Class Size  Number of Classrooms 
1-20  23-32  33+  1-20  23-32  33+  1-20  23-32  33+ 
English  27.1  12  40  4  25.0  15  45    25.2  10  49   
Mathematics  26.4  5  25    24.2  8  23    24.7  8  21   
Science  28.9  2  22    25.1  5  24    27.2  3  24   
Social Science  26.9  7  19  3  24.9  8  22    26.0  6  23   

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. 
Grade Level  Percent of Students Participating 
2004-05  2005-06  2006-07 
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 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.

The school's safety plan will be updated by March 1, 2008

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 
2004-05  2005-06  2006-07  2004-05  2005-06  2006-07 
Suspensions  25.2   29.4   29.1   12.2   13.6   16.3  
Expulsions  1.4   1.2   0.8   0.6   0.6   0.6  

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 and groundbreaking is slated for Winter, 2008

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 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  Repair Status  Repair Needed and Action Taken or Planned 
Good  Fair  Poor 
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      
Roofs  Yes      
Overall Cleanliness  Yes      

Overall Summary of School Facility Good Repair Status 
This table displays the overall summary of the results of the most recently completed school site inspection. 
Item Inspected  Facility Condition 
Exemplary  Good  Fair  Poor 
Overall Summary 
 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.

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 
2004-05  2005-06  2006-07  2006-07 
With Full Credential  35  37  37  383 
Without Full Credential  0  0  0  2 
Teaching Outside Subject Area of Competence    6 3 25

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  2005-06  2006-07  2007-08 
Misassignments of Teachers of English Learners   4 2 2
Total Teacher Misassignments   2 6 5
Vacant Teacher Positions  0 0 0

Core Academic Classes Taught by No Child Left Behind 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 the CDE Web site 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   98.8  1.2 
All Schools in District   95.5  4.5 
High-Poverty Schools in District  50.0  50.0 
Low-Poverty Schools in District  69.1  30.9 

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. Paso Robles Public Schools tries 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 used 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  370 
Library Media Teacher (Librarian)    1 N/A 
Library Media Services Staff (paraprofessional)    1 N/A 
Psychologist    .6 N/A 
Social Worker    N/A 
Nurse    .25 N/A 
Speech/Language/Hearing Specialist    .25 N/A 
Resource Specialist (non-teaching)    3 N/A 
Other    N/A 

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 November 14th meeting, 2006 meeting 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 2006-2007 school year.
 0%
Mathematics 
Science 
History-Social Science 
Foreign Language 
Health 
Science Laboratory Equipment (grades 9-12) 

VII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06) 
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 school expenditures and teacher 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  $6,375 $1,363.37 $5,012 $56416
District  N/A  N/A  LEA Provided $56416 
Percent Difference – School Site and District  N/A  N/A     
State  N/A  N/A  $4943  $58776 
Percent Difference – School Site and State  N/A  N/A     

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, ED TECH FORMULA GRANT, DRUG FREE SCHOOLS AND COMMUNITIES, FAMILY AND STUDENT RESOURCE CENTERS, PAR, BTSA, PROF. DEV. BLOCK GRANT, TRANSPORTATION, TUPE, TITLE III, MEDI-CAL BILLING, AND OTHERS

Teacher and Administrative Salaries (Fiscal Year 2005-06)
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 may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/.
Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $36641 $38479 
Mid-Range Teacher Salary $53797  $60306 
Highest Teacher Salary $69148  $74193 
Average Principal Salary (Elementary) $80782  $92985 
Average Principal Salary (Middle) $87061  $98305 
Average Principal Salary (High) $93720  $107384 
Superintendent Salary $131737  $155314 
Percent of Budget for Teacher Salaries 44.53 % 40.79 %
Percent of Budget for Administrative Salaries 5.21 % 5.719 %

VIII. Student Performance 

California Standards Tests 
The California Standards Tests (CSTs) 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, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

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 
2005  2006  2007  2005  2006  2007  2005  2006  2007 
English-Language Arts  37  39  38  44  44  45  40  42  43 
Mathematics  33  31  28  47  47  46  38  40  40 
Science    33  44  29  34  42  27  35  38 
History-Social Science  33  35  45  35  38  39  32  33  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  31  17  *  * 
American Indian or Alaska Native  *  *  *  * 
Asian  *  *  *  * 
Filipino  *  *  *  * 
Hispanic or Latino  21  14  24  26 
Pacific Islander  *  *  *  * 
White (not Hispanic)  56  42  67  65 
Male  38  29  48  50 
Female  39  27  39  38 
Economically Disadvantaged  17  14  19  18 
English Learners  3  5  12  12 
Students with Disabilities  15  14  14  11 
Students Receiving Migrant Education Services  2  10  25  0 

Norm-Referenced Test 
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: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

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 
2005  2006  2007  2005  2006  2007  2005  2006  2007 
Reading  53  51  43  49  52  51  41  42  42 
Mathematics  43  49  37  56  57  55  52  53  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 
Reading  Mathematics 
African American  *  * 
American Indian or Alaska Native  *  * 
Asian  *  * 
Filipino  *  * 
Hispanic or Latino  23  17 
Pacific Islander     
White (not Hispanic)  63  58 
Male  39  38 
Female  47  37 
Economically Disadvantaged  24  17 
English Learners  7  5 
Students with Disabilities  26  26 
Students Receiving Migrant Education Services  18  6 

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 
2005  2006  2007  2005  2006  2007  2005  2006  2007 
K        83 83 81      
1  73 69 73 72 68 69 79 75 77
2  68 71 66 66 66 55 82 81 75
3  66 65 63 62 60 58 72 61 59
4  64 60 62 66 68 57 56 60 57
5  66 72 70 70 71 66 58 57 61
6  58 41   35 51   50    
7  58 60   28 42   35    
8  78 64   28 37   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 this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 
Grade Level  Percent of Students Meeting Fitness Standards 
5    51
7    56
9   70

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  5   5   4  
Similar Schools  2   2   3  

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 
2004-05  2005-06  2006-07  2007 
All Students at the School  -7   5   16   712  
African American         
American Indian or Alaska Native         
Asian         
Filipino         
Hispanic or Latino  -11   10   27   625  
Pacific Islander         
White (not Hispanic)  16   6   19   796  
Socioeconomically Disadvantaged  -28   16   9   598  
English Learners  N/A  -1   33   578  
Students with Disabilities  N/A       

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: 
  • Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics 
  • Percent proficient on the state's standards-based assessments in ELA and mathematics 
  • API as an additional indicator 
  • Graduation rate (for secondary schools) 
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  Yes   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   In PI  
First Year of Program Improvement  2006-2007   2007-2008  
Year in Program Improvement  Year 2   Year 1  
Number of Schools Currently in Program Improvement  N/A  3 
Percent of Schools Currently in Program Improvement  N/A  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 which data is available. 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 
2003-04  2004-05  2005-06  2003-04  2004-05  2005-06  2003-04  2004-05  2005-06 
Dropout Rate (1-year)        2.3  2.9  2.6  3.2  3.1  3.5 
Graduation Rate        82.1  84.1  87.2  85.3  85.0  83.0 

Completion of High School Graduation Requirements 
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 2006-07 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent 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. 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. 
Group  Graduating Class of 2007 
School  District  State 
All Students  LEA Provided LEA Provided N/A
African American  LEA Provided LEA Provided N/A
American Indian or Alaska Native  LEA Provided LEA Provided N/A
Asian  LEA Provided LEA Provided N/A
Filipino  LEA Provided LEA Provided N/A
Hispanic or Latino  LEA Provided LEA Provided N/A
Pacific Islander  LEA Provided LEA Provided N/A
White (not Hispanic)  LEA Provided LEA Provided N/A
Socioeconomically Disadvantaged  LEA Provided LEA Provided N/A
English Learners  LEA Provided LEA Provided N/A
Students with Disabilities  LEA Provided LEA Provided N/A

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. 
Narrative LEA Provided

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

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 in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. 
Indicator  Percent 
Students Enrolled in Courses Required for UC/CSU Admission   
Graduates Who Completed All Courses Required for UC/CSU Admission   

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

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: Scores are not shown when the number of students tested is 10 or less either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 
Indicator  2005  2006  2007 
Percent of Grade 12 Students Taking the Test       
Average Verbal Score       
Average Math Score       
Average Writing Score  N/A     

XI. 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.  
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.  

During the 2006-07 school year, the grade K-5 and grade 6-12 district reading/ELA specialists and a K-12 mathematics specialists were available to support new and veteran teachers. 

Beginning Teacher Support and Assessment (BTSA)
Our new teachers are assisted by district BTSA support teachers. These are veteran teachers who assist our new teachers during their first two years in the profession.

Staff Development Days
Three staff development days were scheduled during the 2006-2007 school year. School sites and district workshops focused on student achievement results, planning interventions, research based instructional strategies and the needs of English Learners.  Workshops were also provided to the paraeducators based on their job function

Instructional Minutes 
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level. 
Grade Level  Instructional Minutes 
Offered  State Requirement 
K    36,000
1    50,400
2    50,400
3    50,400
4    54,000
5    54,000
6  58,901 54,000
7  58,901 54,000
8  58,901 54,000
9    64,800
10    64,800
11    64,800
12    64,800

Continuation School Instructional Days 
This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level. 
Grade Level  Instructional Days With At Least 180 Instructional Minutes 
Offered  State Requirement 
9  180 180 days
10  180 180 days
11  180 180 days
12  180 180 days

Minimum Days in School Year 
The section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule. 

There were three minimum days in the 2006-07 school year

Friday prior the winter holiday: December 22

Semester Break in January: January 19

Friday of the last day of school: June 15